AT Awareness

Unlocking Human Potential

Through Technology

Adapted from OCPSAssistive Technology

Team

Things that help people to interact with the world around them.

AssistiveAssistive TechnologyTechnology

For people with normal abilities, technology makes doing things

easier. For people with

disabilities, technology makes doing things

possible.Mary Pat Radabauer

Most children like action,smart children like novelty, severely disabled children like control.

Lynne Sweeney

Assessment

School teams try low-mid tech options.

For higher tech needs, parent signs consent for AT evaluation –ATEAM and school team together. If student needs AT to achieve IEP goals device, trials are initiated (assessment)

Following trials the IEP team determines best match for student. Equipment is purchased with IDEA funds, Medicaid, Insurance

Technical Assistance

Assistance is available over the phone:

407-518-8147Via emailOnsite (at your school)Onsite (ATEAM office - ESE)

Classroom Consultation

Available for teachers/therapists who want suggestions regarding implementation of assistive technology in the classroom environment

Students We ServePre-K Thru Secondary (age 22)Majority of student are in the

Moderate to Severe Majority are students with

Augmentative Communication Needs

Students with Mild Disabilities are Underserved

IDEA

Replaced EHA (P.L. 94-142)1990 amendments include:

• Assistive technology (AT)• Transition services

Reauthorization, 1997• FAPE• Consider AT needs in IEP• Include regular education teachers

It’s the law! Team process

Functional evaluation in the individual’s customary environment

Referral, on-going assessment, trial use of technology

What is Assistive Technology

“...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 individuals with disabilities.”

[20 U.S.C. Chapter 33, Section 1401 (250)]

AT Services

“...any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device.”

Why Consider ATThe mildly handicapped students are

often “overlooked”

Technology solutions are still “unexplored territories”

Students can succeed with appropriate strategies, modifications, adaptations, and assistive technology

Things to Consider Before Looking at AT

StudentEnvironmentTasksTools

StudentWhat does Student need to do?

What are the Student’s special needs and current abilities

Environment• Instructional and physical

arrangements? Special concerns?

• Materials and equipment available

• Supports available daily to student and people working with studend

• Attitudes and expectations of people? Will it affect student’s performance?

Tasks

Activities occurring in student’ natural environment

What is everyone else doingCritical elements of activitiesHow can activities be

modified to accommodate student’s special needs?

Tools

• What No Tech, Low Tech, High Tech options should be considered for inclusion in AT system for student with these needs and abilities doing these tasks in these environments?

• What strategies might be used to increase student performance

• How might student try out proposed system of tools in customary environments in which they will be used?

The AT Continuum

Focus on problem areas defined by: • the task

• the need associated with that task

• different environments in which that task is done

Decide on a full continuum of low to high tech tools.

The AT Continuum

Tasks Needs Environments

Low Tech Mid Tech High Tech

Decision Variables

Tools to Try

First, determine which areas are still problematic for the student.

Second, determine what need is associated with the problem area. Without this step, you

can’t find the best tool.

Finally, look at each environment in which the tool might be used. Remember that different environments might

require different tools.

The AT Toolbox Approach

Assistive Technology Categories

Computer Access

Environ.Controls

AACAssistiveListening

VisualAids

Mobility

RecreationLeisure

Play

Positioning

SelfCare

Computer-based

Instruction

Self Care

*eating*bathing*dressing*toileting*grooming*cooking*cleaning

Assistive Listening

*hearing aids*TT (text

telephone)*visual-alerting

system

Visual Aids

*magnifiers*Braille*screen

readers*large print

Environmental Controls

*appliances*electronic aids*security

systems*remote

controls

Alternate & Augmentative Communication (AAC)

*symbols*speech output

devices*print output

devices*manual

communication boards

open the package pour the mix in bowl add eggs if needed

pour milk in bowl mix with the mixer pour on the griddle

flip them over I want syrup I want butter

Communication

SODA

POP

Symbols

Output

Device features

Access

Population

System Features (AAC)

picture/icon based alphanumericvoice outputwritten outputsize, weight, memory,

portabilitydirect selectionalternate access: visual and

auditory scanning

System Features (switches)

feedbackdurabilityaccess

sizeplacement

Computer Access

*modified keyboards

*switches*light pointers*voice recognition*Braille*text enlargement

Computer-based Instruction

*written expression

*spelling*basic

reasoning*organization

al software

Recreation, Leisure, &Play

*wheelchair basketball*battery-operated toys*large print playing cards and other games*books on tape

Mobility

*manual and power wheelchairs*walkers*crutches*motorized scooters*utility vehicles

Positioning

*side lyers*chair inserts*bolsters, sand bags*head-rests

Accommodations & Adaptations

*change in routine*calculator*reachers*alternate keyboard

Educational

*computers*page turners*book holders*software*adapted instructional materials

Worksite & Office

*ramps*wider doorways*bathroom adaptations

Home

*sink adaptations*lever door handles*stove with front controls

Medical Devices & Supplies

*respirators*suctioning machines*glucose monitors

Exploration

Time to explore equipment and devices

Q/A