Assistive+Technologies+-+Leah+Scampini

=**Assistive Technologies (AT)** =

Assistive Technology (AT) is an umbrella term used to refer to any device that can be used to better facilitate an individuals ability to function in school, work, and home environments. The IDEA 2004 defines AT as "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 children with disabilities" (IDEA, 2004) This broad definition covers a wide range of services and serves a large and diverse population.

** I. HISTORY & LEGISLATION **



American's with Disabilities Act (ADA) - 1975
 * One of the first pieces of legislation relevant to individuals with disabilities and the use of AT was the passage of the first American's with Disabilities Act (ADA) in 1975. This was the first piece of legislation that addressed services for individuals with disabilities, including access to assistive technologies. The ADA prohibited the discrimination on the basis of disability in employment, State and local government, public accommodations, commercial facilities, transportation, and telecommunications.

Assistive Technology Act of 1988
 * Nicknamed the “Tech Act” the Assistive Technology Act of 1988 was developed to address the use of assistive technologies and individuals with disabilities in order to compliment laws already established in the ADA.
 * Defined assistive technology as “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”
 * The Tech Act provides states funding to 3 specific areas, these areas include funding towards:
 * 1) AT demonstration centers, information centers, equipment loan facilities, referral services, and other consumer oriented programs
 * 2) Protection and advocacy services for individuals with disabilities
 * 3) Federal and state programs to provide low interest loans and other alternative financing options.

Individuals with Disabilities Education Act (IDEA) 2004
 * In 2004 the most recent IDEA was released and it included a few key changes to the legislature in regards to assistive technologies.
 * As mentioned above the IDEA 2004 defines AT as “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 a child with a disability”.
 * Key changes in IDEA 2004
 * IDEA 2004 amended the definition of AT to specifically excluding any medical device that is surgically implanted, or the replacement of such a device. This highlights the exclusion of all implantable devices. One device, in specific, that was intended for exclusion by this amendment was cochlear implant devices. These devices are not covered under IDEA legislation.
 * National Instructional Materials Accessibility Standard ( NIMAS) was added as part of IDEA 2004. NIMAS guarantees accessibility for students with vision impairments and print disabilities in elementary and secondary schools access to instructional materials in an accessible format free of charge (including textbooks). This law also established a National Instructional Materials Access Center (NIMAC) which provides and maintains a catalog of all materials so both students and instructors can access them.

More Information on legislation and current laws regarding AT can be found at: []

** II. HEARING AND VISION **



**HEARING**

**Hearing Aids**: · Although a form of assistive technology, hearing aids are not covered under any public agency. According to the U.S Department of Education public agencies are not required to provide hearing aids as they qualify as a “personal device” and are not provided even if the individual is currently attending school. The loophole here is if a student is determined to require a hearing aid in order to receive free and appropriate public education, and their IEP indicates the need of a hearing aid, than a school system may provide funding.

**Cochlear Implants**: · Recent advances in medical technology have resulted in advances in cochlear implants, an AT device used to replace ear function in deaf individuals. These implants as mentioned above are considered a medical device and are not covered under IDEA 2004.

**FM Systems:** . FM systems are often used in conjunction with hearing aids. FM systems can be used in vocational, private and educational environments. In the classroom FM systems work by the instructor wearing a microphone that transmits their voice through a signal directly to a students hearing aid. The American Speech Hearing Association provides much more detailed information in regards to FM systems on their website:

[|Hearing Assistive Technology]
**VISION**

Eyeglasses and contacts are AT devices to enhance impaired vision. They are commonly used but as with hearing aids are considered personal devices and do not fall under disability legislation. According to IDEA 2004, however, devices in school that make print materials for students with disabilities are required to be provided. Some of these devices include: § Braille services § Text reading devices § Large print text More information: www.as.wvu.edu/~scidis/**vision**.html. www.independentliving.com/

**III. ALTERNATIVE AUGMENTATIVE COMMUNICATION (AAC)**



**What is it?** The American Speech Hearing Association (ASHA) defines AAC as "all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas ". AAC is used by individuals on a daily basis in the form of gesture, facial expression, and writing. Some individuals, however, rely on AAC in order to enhance or replace their ability to communicate their wants and needs. For some individuals, without appropriate AAC they would lack the ability to communicate altogether, or their communication would be significantly impoverished.

**For what populations?** AAC devices are typically used with individuals who have a severe impairment in the area of communication. Common causes of severe communication impairment include congenital causes like cerebral palsy, severe intellectual disability, and autism spectrum disorders. AAC may also be used in acquired injuries that cause severe communication impairments like in stroke or traumatic brain injury. Although commonly used to replace language in the presence of severe impairment AAC may also be used by less severely disabled populations as a way to enhance communication. AAC is also commonly used in the case of a language delay in young children whose communication ability is impaired secondary to lack or oral language.

**What kinds are there?** AAC encompasses a very large range of aids to oral communication, and for the most part fall into two categories, aided, and unaided devices. **Additional Resources on AAC**
 * UNAIDED DEVICES:
 * Unaided AAC devices are any enhancement to, or replacement of, oral communication that can be accomplished by utilizing solely the individuals’ body. This encompasses gestural communication, body language as well as any type of sign language (Signed Exact English, American Sign Language and more).
 * AIDED DEVICES:
 * Aided AAC devices are any enhancement to, or replacement of, oral communication that require the assistance of external aids. External aids can be quite simple or can make use of the latest technologies. External aids are where AAC fits into the assistive //technology// category.
 * Examples of aided devices include:
 * Picture Exchange Communication Systems (PECS)
 * Dynavox
 * GoTalk
 * Lingraphica
 * Small talk
 * The software for many of these devices can be adapted and used on personal computers and smartphones including the Ipad, Ipod, and Iphone.
 * [|http://www.asha.org]
 * []
 * [|http://www.pecsusa.com]
 * [|http://www.dynavoxtech.com]
 * [|http://www.aphasia.com]

** IV. LEARNING DISABILITIES **



U.S. dept. of education defines a specific learning disability as: //(i) General. The term means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.// //(ii)// // Disorders not included ////. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.//

There are a wide variety of AT resources available for this population, most of these services are designed to facilitate academic achievement, however, may also be useful for personal use and in vocational environments. The type of AT device used depends on what specific challenges the individual faces and are designed to specifically accommodate. Some (but not all) of the technologies available are listed below.

**Written Language** § Word Processing o Spell check/grammar check and outline tools § Abbreviation Expanders and Word Prediction Software o Allows users to create their own abbreviations for frequently used words, begin to type it and the computer will fill in the rest of the word for you. § Speech Recognition Software o Enable user to operate computer by voice command. § Speech Synthesis/Screen Reading software o Reads back text from computer. **Reading** § Speech Synthesis o Basically reads any text on a computer screen. § OCR/Speech Synthesis Systems o These allow for the input of any text into a computer that would read it, not just text that appears on computer screen or word processing software. § Speech-Control Recorders o Used to record and review lectures, but also useful for listening to books on tape etc. Organization/Memory § Personal data managers o Huge variety of these now, including applications for iphones and blackberrys. § Free-Form Databases o Organizers designed for personal computers. **Listening** § Personal FM listening systems o These devices originally designed for individuals with hearing impairments can provide assistance to those who have difficulty attending to information presented orally. **Math** § Talking Calculators o Calculator with a speech synthesizer, allows students to double check their answer as it is read out to them.

Additional Resources: ww.greatschools.org/.../**assistive**-**technology**/702-**assistive**-**technology**-for- kids-with-**learning**-**disabilities**-an-overview.gs www.rehabtool.com/forum/discussions/93.html www.ldonline.org/indepth/**technology**

** V. POSTSECONDARY **



Following graduation it is no longer the school systems responsibility to provide funding for the assistive technologies its’ students use. Students must look to State run programs for students with disabilities as well as to Medicare/Medicaid for funding.

Federal Legislation currently mandates that “academic adjustments”, with the exception of auxillary aids like hearing aids, and support be provided to individuals with disabilities in post-secondary academic environments. So, students may receive similar services as they in their post-secondary studies as they did previously including AT support.

State Grants: there are a variety of funding sources available for individuals with disabilities at the state level. Here are a few resources available in the state of Connecticut: § [|www.cttechact.com/] § [|www.neatmarketplace.org] § [|www.icdri.org/legal/connatp.htm] § [|www.www2ed.gov/programs/atsg/index.html]

Medicare/Medicade: responsible for funding some AT devices for individuals but only if they are registered under the disability act, or for devices prescribed by a doctor. Private insurances will also work through this program. Many times full funding is not provided and individuals must pay some sort of monthly premium. § More information can be found []

** WHAT DOES ALL THIS MEAN FOR TEACHERS? **

AT is a critical piece of a teacher’s role when working with students with disabilities. Teachers not only need to be able to properly utilize the students AT, they may also need to instruct students on how to properly use the device themselves. It is also important for teachers to be aware of what AT resources are available for the students, as they can act as the facilitator to introduce a student to a new technology that could greatly impact their academic career. Knowledge of the legislation surrounding AT is also important for all teachers to make themselves aware of, particularly with students in transition. If teachers are up to date on current legislation they can much better counsel their students as to what resources are available to them both while they are in school and afterwards.

** DIFFERING PERSPECTIVES **

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It is quite clear that AT can be a critical part of an individual with disabilities access to an education and a career. However, it can also become a contentious litigious issue when expensive technology meets limited funding. Below a case is described where such a situation has come to bare. There is no right answer or perfect solution, just things to consider when contemplating the role of AT.

Mary

Mary is a 16 year old girl who is diagnosed with Down Syndrome enrolled in her towns public high school. Mary currently uses a picture exchange communication system (PECS) to supplement her limited oral language. Mary’s PECS consists of a large 3-ring binder categorized by tab with a variety of pictures to facilitate her communication. For example, one tab is labeled “Requesting”, in this category Mary finds pictures and word pairs like “Help” or “ I want” which she then removes from the velcro tab and hands to her communication partner in place of oral communication. Mary has seen great success with this system and her family is extremely supportive, utilizing the PECS system at home. Given Mary’s great success with the system, her binder has become quite large. The binder is so large, in fact, that tiny Mary has great difficulty carrying the system around with her. The binder is also a limited capacity system and Mary and teachers are limited as to how much academic language they can add to the binder. Mary’s father has recently found information regarding the use of PECS software on personal devices such as Ipods. These devices can hold a great deal of information in one very tiny package. Although Mary’s father is unable to afford the device himself he requests that the school provide one, as it would facilitate her learning in school. Unfortunately Mary’s school like many in the United States has very limited funding. Her school must now debate whether an upgrade in her device would truly impact her communication and learning enough to excuse the cost of both the technology and training that it would require. Following meetings with Mary’s classroom teachers, special education teacher, school psychologist, and speech language pathologist, administrators have decided that she does not qualify for the device. Mary will continue with the current PECS system she has unless her family can manage to find the funding for the upgraded device. If you were the administer, what would you do? It is clear that there is gray area in the legislation in regards to who qualifies for services and what services they qualify for. Although Mary would benefit from these services the school system is required to serve a great number of students and using less expensive AT allows them to provide it to more students. Overall, it is important to remember that AT can become a very complicated issue when it comes to services in and outside of schools.

**REFERENCES**

Assistive Technology Act: National Dissemination Center for Children with Disabilities. (2009). //National Dissemination Center for Children with Disabilities//. Retrieved April 23, 2011, from []

Mittler, Joe (2004) Assistive Technology and IDEA: Regulations. Retrieved on April 12, 2011 from []

IDEA 2004 and Assistive Technology, Retrieved on April 12, 2011 from [],

The American Speech Hearing Association (ASHA) [|www.asha.org]

Mull, C.A., & Stillington, P.L. The role of technology in the transition to postsecondary education of students with learning disabilities: A review of the literature. (2003). The Jounal of Special Education (37)

Raskind, M.H, & Higgins, E.L. Assistive technology for postsecondary students with learning disabilities: An overview. (1998) The Journal of Learning Disabilities (31)

Sharpe, M.N., Johnson, D.R., Izzo, M., & Murray, A. An analysis of instructional accommodations and assistive technologies used by postsecondary graduates with disabilities. (2005) Journal of Vocational Rehabilitation (22)

The “Tech Act”, Idaho assistive technology project information sheet #3. http://www.idahoat.org/dnn/LinkClick.aspx?fileticket=JhkBb9RLFi0%3D&tabid=68&mid=408

The United State Department of Education. www.ed.gov/

Assistive Technology Public Funding. TechACCESS of Rhode Island Information and Resources on Assistive Technology. Retrieved April 14, 2011 from http://www.techaccess-ri.org/Funding/medicare.html

McFassel, L. IDEA 2004’s Impact on AT Applications in Schools. Delaware Assistive Technology Initiative. Retrieved April 24, 2011 from http://www.dati.org/newsletter/issues/2006n4/idea.html