Kim+Erickson+Assistive+Technology

 Assistive Technology  By: Kim Erickson

**What is assistive technology?**

An assistive technology device is defined as " 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" (Assistive Technology Act). These tools can help students transition to adulthood by lessening their dependence on their parents, other family members, school staff, and peers; along with developing self esteem ( Jendron, 201 1)



**What kind of assistive technology is available?**

**Levels of Assistive Technology:**

** No tech: ** This type of technology changes and adapts already existing procedures for the students need. There are no supplies or equipment used in no tech assistive technology. Examples are extended time on a test, physical or occupational therapy

** Low tech: ** Technology that is extremely basic, and not intricate at all. Examples of low tech assistive technology would be pencil grips, cups that do not tip over, or specially lined paper

** Medium tech: ** A piece of equipment that uses some what complicated mechanical devices, such as a wheel chair, or certain battery powered games

**High tech:** Includes the most sophisticated tools such as computers, and different types of software or electronics. //Source: (Carey, Knighton). //

**Examples of technology:**

**Access and Environmental Controls: **Tools that are designed to help individuals access things in the environment, such as a special keyboard or remote control, signs translated into brail, or ramps instead of stairs.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Aids to Daily Living:** Tools made specific for everyday routines such as specially adapted toilet or shower seats, cups, or silver wear.

<span style="font-family: Arial,Helvetica,sans-serif;">**Assistive LIstening:** Equipment made for those who are hard of hearing, or deaf, such as a hearing aid, or closed captioning on the TV

<span style="font-family: Arial,Helvetica,sans-serif;">**Augmentative/Alternative Communication**: Technology for individuals who physically can not speak or can not clearly speak. Examples are communication softwear, picture boards, or a dynavox


 * Computer-Based Instruction:** Computer software for children who have trouble in reading, writing, or math


 * Mobility**: Machines that help individuals with personal transportation, such as wheelchairs, or walkers.


 * Positioning:** Devices which aid student's with physical disability to position their body so they are able to learn, such as adaptive tables, straps, or chairs.

<span style="font-family: Arial,Helvetica,sans-serif;">// Source: (Types of Assistive Technology) //
 * Visual Aids:** Tools that help visual impaired individuals with written information. Examples are books on tape, talking computer software, or braille.



<span style="color: #e6143b; font-family: 'Comic Sans MS',cursive; font-size: 140%;">**ADA, Section 504 and The Assistive Technology Act**

<span style="font-family: Arial,Helvetica,sans-serif;">Unlike high schools, higher education institutions and work places are not required by IDEA to provide a free and appropriate public education, so here are some laws that protect individuals with disabilities as they enter the post secondary world.

<span style="font-family: Arial,Helvetica,sans-serif;">__ADA__: The Americans with Disabilities Act protects individuals by mandating that employers provide reasonable accommodation to an individual with a disability. This includes changing the work environment, applying for the job, performing the tasks required at the job, and enjoying the benefits of a paid job. This includes wheelchairs, braille translation, a reader, among countless other assistive measures. //Source: (Disability Discrimination).//

<span style="font-family: Arial,Helvetica,sans-serif;">__The Assistive Technology Act__: This act was designed to increase awareness about assistive technology, and make it more accessible to the public. It meant that assistive technology programs have to serve all types of disabilities, regardless of age or environment in which the individual is in. <span style="font-family: Arial,Helvetica,sans-serif;">//Source: (//// Association of Assistive Technology Act Programs) //

<span style="font-family: Arial,Helvetica,sans-serif;"> __Section 504:__ A free and appropriate public education is defined in section 504 such that it <span style="font-family: Arial,Helvetica,sans-serif;"> "requires that all entities which receive federal funds must provide access to programs and services to qualified persons with disabilities. Access includes reasonable accommodations and appropriate auxiliary aids and services, which include AT accommodations"  <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Verdana,Arial,Helvetica,sans-serif;"> (Section 504).

<span style="color: #eca432; font-family: 'Comic Sans MS',cursive; font-size: 140%;">**How is assistive technology used in transition planning?**

<span style="font-family: Arial,Helvetica,sans-serif;">Every IEP is required to complete an assistive technology consideration component!

<span style="font-family: Arial,Helvetica,sans-serif;"> **The following should be included in the student's statement of transition services:** setting and are there any directions on how to maintain the equipment <span style="font-family: Arial,Helvetica,sans-serif;">*It is important that these are specific and thoroughly documented, because documentation is how the student will receive services in a post secondary environment* //<span style="font-family: Arial,Helvetica,sans-serif;">Source: (Family informational guide to AT and Transition Planning) //
 * <span style="font-family: Arial,Helvetica,sans-serif;">What assistive technology does the student use in their current placement?
 * <span style="font-family: Arial,Helvetica,sans-serif;">What assistive technology will be required for the student where they plan on transitioning to after high school
 * <span style="font-family: Arial,Helvetica,sans-serif;">How will the equipment along with any users guides or directions arrive at the new
 * <span style="font-family: Arial,Helvetica,sans-serif;">Will anyone in the new setting be required to be trained to use the technology,
 * <span style="font-family: Arial,Helvetica,sans-serif;">A timeline for the student to implement the equipment in the post secondary environment

<span style="font-family: Arial,Helvetica,sans-serif;"> **A team may devise a Student Assistive Technology Portfolio, which has all of the important AT information in one place. It is a great organizational and self advocacy tool. An Assistive Technology Portfolio includes:** <span style="font-family: Arial,Helvetica,sans-serif;">(Family informational guide to AT and Transition Planning)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Basic information concerning the student's educational history and identifying information
 * <span style="font-family: Arial,Helvetica,sans-serif;">Documentation of the student's disability and what accommodations have they used in the past, such as assistive technology and any skills or training the student has in self determination regarding their assistive technology
 * <span style="font-family: Arial,Helvetica,sans-serif;">What is the assistive technology used for, and where was it purchased from, and who paid for the equipment?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Maintenance requirements for the equipment
 * <span style="font-family: Arial,Helvetica,sans-serif;">Information on how to become trained to use the technology
 * <span style="font-family: Arial,Helvetica,sans-serif;">Emergency contact information, should anything happen to the student's equipment
 * <span style="font-family: Arial,Helvetica,sans-serif;">Transition resources, a list of contact information of the agency who is responsible for the student's services

<span style="font-family: Arial,Helvetica,sans-serif;"> **Student's should develop self determination skills regarding their assistive technology. There are some catagories that can be worked on during transition planning:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Problem Solving
 * <span style="font-family: Arial,Helvetica,sans-serif;">Communicating strengths and weaknesses
 * <span style="font-family: Arial,Helvetica,sans-serif;">Understanding the difference between a want and a need
 * <span style="font-family: Arial,Helvetica,sans-serif;">Knowing who to contact in different situations that may arise, such as a therapist or consultant
 * <span style="font-family: Arial,Helvetica,sans-serif;">Become knowledgeable about legal rights
 * <span style="font-family: Arial,Helvetica,sans-serif;">Communication Skills
 * <span style="font-family: Arial,Helvetica,sans-serif;">Asking for help or clarification
 * <span style="font-family: Arial,Helvetica,sans-serif;">Using a phone or other communication device
 * <span style="font-family: Arial,Helvetica,sans-serif;">Explain your disability to others and how it effects you
 * <span style="font-family: Arial,Helvetica,sans-serif;">Begin a conversation


 * <span style="font-family: Arial,Helvetica,sans-serif;">Assistive Technology Device-Specific Skills
 * <span style="font-family: Arial,Helvetica,sans-serif;">Know how to set up and use the assistive technology, and how to get batteries or other components necessary to operate the equipment
 * <span style="font-family: Arial,Helvetica,sans-serif;">Explain directions to another person on how to use the assistive technology
 * <span style="font-family: Arial,Helvetica,sans-serif;">Determine the appropriate situations when the equipment may or may not be necessary


 * <span style="font-family: Arial,Helvetica,sans-serif;">Assistive Technology Management
 * <span style="font-family: Arial,Helvetica,sans-serif;">Know when the device is not working
 * <span style="font-family: Arial,Helvetica,sans-serif;">Decide the appropriate place to take it to get fixed
 * <span style="font-family: Arial,Helvetica,sans-serif;">Have some trouble-shooting technique for minor problems that may arise
 * <span style="font-family: Arial,Helvetica,sans-serif;">Ask for a back up/ have your own back up plan for when the device is not working

<span style="font-family: Arial,Helvetica,sans-serif;"> (Fintushel, E //<span style="font-family: Arial,Helvetica,sans-serif;">(Canfield,T., Reed, P., 2001)) //
 * <span style="font-family: Arial,Helvetica,sans-serif;">Goal Setting Skills for Assistive Technology
 * <span style="font-family: Arial,Helvetica,sans-serif;">Have realistic goals for your assistive technology and how it will help you
 * <span style="font-family: Arial,Helvetica,sans-serif;">Be sure to follow through on the goals that were set
 * <span style="font-family: Arial,Helvetica,sans-serif;">Evaluate on the progress that was made toward accomplishing goals

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> **The stages of transition planning**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Early stages** **of transition planning (should begin at age 14)**: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">(Canfield, Reed, 2001)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">At each IEP meeting, even before actual transition goals are beginning to be written, the team should be reviewing all areas where assistive technology is currently used, or could be applied to assist the student and noting this in the specified section in the students IEP form.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Insure that the student is aware of the assistive technology that is there to help them. The student should know its purposes, how to use it.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">The team can begin to set goals regarding self determination and their assistive technology.

<span style="font-family: Arial,Helvetica,sans-serif;">** Middle stages of transition planning (ages 15 and 16): ** //<span style="font-family: Arial,Helvetica,sans-serif;">Source: (Canfield, Reed, 2001) //
 * <span style="font-family: Arial,Helvetica,sans-serif;">At each annual IEP meeting, the team should continue to follow up on what was discussed at the start of transition planning, including monitoring goals.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Skills such as the ones mentioned above (problem solving, communication, assistive technologymanagement, assistive technology device specific skills, and goal setting) should be noted on the IEP in terms of the student's progress made to achieve these important skills.
 * <span style="font-family: Arial,Helvetica,sans-serif;">At this point, the student should be assuming more and more responsibility at their IEP meetings, with a goal of eventually leading the meeting themselves.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Age 17:** //<span style="font-family: Arial,Helvetica,sans-serif;">Source: (Canfield, Reed, 2001 //
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The student should be completing their assistive technology portfolio

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Final stages of transition planning (before the student graduates)** //<span style="font-family: Arial,Helvetica,sans-serif;">Source: (Canfield, Reed, 2001) //
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Review and finalize all documents in the student's assistive technology portfolio.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The portfolio now becomes the responsibility of the student.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">*For each of these steps, there are excellent tools such as the ones found [|here] that can help with the process.

<span style="font-family: Arial,Helvetica,sans-serif;">[|This] is a guide for students to use to help students in the process of transitioning to post secondary settings. It includes skills necessary to be successful in using their assistive technology in these types of environments, as well as activities to practice these skills. <span style="font-family: Arial,Helvetica,sans-serif;">[|This] is a similar guide for colleges to ensure that they are appropriately accommodating and providing for students using assistive technology into their schools.



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<span style="color: #3217ee; font-family: 'Comic Sans MS',cursive; font-size: 18px; line-height: 27px;">**How is assistive technology used in postsecondary environments?**

<span style="font-family: Arial,Helvetica,sans-serif;"> When a student enters a college or university, it becomes their duty to follow the procedures at their institution, and provide documentation of their disability and request their reasonable accommodation. The university or college is required to provide reasonable accommodation for the students that provide documentation. However, unlike the student's high school, the college or university is not required to provide equipment such as a hearing aid, or wheelchair. This is why appropriate transition planning in high school is vital to the success of the student in a college environment. // <span style="font-family: Arial,Helvetica,sans-serif;">Source: (Dell, A). // <span style="font-family: Arial,Helvetica,sans-serif;"> The University of Iowa has a program called  [|Iowa Center for Assistive Technology Education and Research] (ICATER)  where students with disabilities can come for assistance,in academics and other areas of their life with the most up to date technology, along with testing new products that could potentially benefit them. It is also a place where university professors and teachers can come and learn about how to incorporate some of the technology and resources in their classrooms. [|This] is a story about a student with dyslexia at a college in Vermont, who was finally able to gain access to college level materials through the use of assistive technology, specifically Dragon Naturally Speaking, which is a voice recognition computer program. He now speaks to other students about the benefits of assistive technology, and how to go about using it in college to get the full experience out of classes. [|Beacon College] in Florida is a college specifically for students with learning disabilities. Their students are all introduced to various forms of assistive technology, and in one of their classes they research their disability and find the best types of assistive aids to help them during their courses at the college. <span style="font-family: Arial,Helvetica,sans-serif;"> Here is a survey that was taken in 2009 regarding the use of assistive technology in a college setting that came from the Quality Indicators for Assistive Technology in Post Secondary Education website. It discusses various aspects such as what types of assistive technology people use in college, how the transition from high school to college was, where their technology was purchased from, and which departments of their college or university provided assistance for them, among many more.

<span style="font-family: Arial,Helvetica,sans-serif;"> This is the [|Job Accommodation Network] website, specifically the section for individuals seeking employment. The website helps individuals with disabilities come up with ideas for accommodation, request specific accommodations, and clarify their rights under ADA. This website has so many options for assisting individuals. For example, there is a component called Searchable Online Accommodation Resource (SOAR) where you specify your disability, and the job you would be performing, and it gives you suggestions for accommodations. Here are some examples:
 * <span style="font-family: Arial,Helvetica,sans-serif;">If someone were deaf or hard of hearing and their job was to access information from videos, tv recordings, or webcasts, some assistive technology they could use on their job would be captioning so the words would appear on the screen, an interpreter could be provided, or a script could be provided.
 * <span style="font-family: Arial,Helvetica,sans-serif;">If the individual had a learning disability where they had trouble performing math calculations, and their job required math, the individual could post mathematical tables at their desk, use scratch paper for math problems, a talking calculator, pre-measured guides, a construction calculator such as a Jobber 6.
 * <span style="font-family: Arial,Helvetica,sans-serif;">If a person has multiple sclerosis, specifically has fine motor troubles, and is required to type and use a mouse at their job, they could use word predictor software,articulating keyboard treys, monitor risers, one handed keyboards, alternate keyboards,typing aids, and speech recognition.

References Association of Assistive Technology Act Programs (ATAP) - Legislative / Key Issues. (n.d.). //Association of Assistive Technology Act Programs (ATAP)//. Retrieved April 27, 2011, from http://www.ataporg.org/atap/legislative?id=act1998

Assistive Technology Devices for the Disabled | EnableMart.com. (n.d.). //Assistive Technology Devices for the Disabled | EnableMart.com//. Retrieved April 27, 2011, from http://www.enablemart.com/

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; line-height: normal;">Assistive Technology Act — National Dissemination Center for Children with Disabilities. (2009). //National Dissemination Center for Children with Disabilities —//. Retrieved April 10, 2011, from http://nichcy.org/laws/ata

Beacon College, Assistive Technology. (n.d.). //Beacon College for ADHD Students, LD Students and gifted LD - Colleges for Learning Disabilities//. Retrieved April 28, 2011, from http://www.beaconcollege.edu/assistivetechnology.asp

Brian. (n.d.). //Landmark College | The college of choice for students with learning disabilities and/or ADHD//. Retrieved April 28, 2011, from http://www.landmark.edu/institute/assistive_technology/reading_brian.html

<span style="font-family: Arial,Helvetica,sans-serif;">Canfield, T., Reed, P. (2001). Assistive Technology and Transition. //Wisconsin Assistive Technology Initiative//

Carey, A., Knighton, K. (n.d.). Assistive Technology in the Schools. Tools For Schools: Technology In The Classroom. West Virgina Department of Education. [Powerpoint]

Dell, A. (n.d.). Transition: There Are No IEP's in College. //The College of New Jersey Home//. Retrieved April 27, 2011, from http://www.tcnj.edu/~technj/2004/transition.htm

Disability Discrimination. (n.d.). //US EEOC Home Page//. Retrieved April 25, 2011, from http://www.eeoc.gov/laws/types/disability.cfm

<span style="font-family: Arial,Helvetica,sans-serif;">Family Information Guide to Assistive Technology and Transition Planning. (n.d.). //Family Center on Technology and Disability//. Retrieved April 15, 2011, from www.fctd.info/assets/assets/8/FCTD-AT-Transition-Guide.pdf?1281716039

For Individuals. (n.d.). //JAN - Job Accommodation Network//. Retrieved April 27, 2011, from http://askjan.org/indiv/index.htm#job

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; line-height: 16px;">Fintushel, E. (Original presenters: Canfield, T., Reed, P.) Transitioning With Assistive Technology. [Powerpoint]

<span style="font-family: Arial,Helvetica,sans-serif;"> Jendron,J.(2011) AT and Learning Disabilities. //University of South Carolina//. Retrieved April 11, 2011, from http://www.sc.edu/scatp/ld.htm

Section 504. (n.d.). //Faculty and Administrator Models for Higher Education//. Retrieved April 28, 2011, from fame.oln.org/web/f3_38_380.html

Stachowiak, J. (n.d.). Iowa Center for Assistive Technology Research and Education. //University of Iowa//. Retrieved April 25, 2011, from www.education.uiowa.edu/icater/information/index.htm

<span style="font-family: Arial,Helvetica,sans-serif;">Types of Assistive Technology. Assistive Technology. Inclusive Communities. PBS Parents | PBS. //PBS: Public Broadcasting Service//. Retrieved April 10, 2011, from http://www.pbs.org/parents/inclusivecommunities/assistive_tech2.html

QIAT-PS. (n.d.). //QIAT-PS//. Retrieved April 25, 2011, from http://www.qiat-ps.org/index.htm#

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