What Is Assistive Technology?

An Introduction to theExciting World of AT

Presented by Scott A. DoughertyIDEA Training & Consultation Coordinator, Assistive

Technology

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)

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

Assistive Technology Assessment

is a flexible, collaborative decision-makingprocess in which teams of families,professionals, and friends repeatedly

revisetheir decisions and reach consensus about

theever-changing abilities, needs, andexpectations of the person with a

disability.(Adapted from S. Bagnato – Children’s Team Work)

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

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

AT in the Written PlanWith 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)

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

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– Parkinson’s Disease– Huntington’s Disease– Cystic Fibrosis

The AT Process at AIU• LEA Request• AT Consultation• Report• Trial (possible)• Implementation• Follow-up

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

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)

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

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

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

Feature Match: Abilities, Needs and Expectations

• Daily needs• AT history• Individual &

family input• Cognition• Language• Sensory issues• Motor issues• Life transitions

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

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

Ongoing Implementation• In-house

equipment• Low-tech and no-

tech solutions• District purchase• Family purchase• Insurance/

Medical Access

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

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

Ongoing Re-evaluation• Current steps & future

goals for implementation

• Measurement of student’s performance

• Degree of technology use

• Effect of AT on empowerment or advocacy

• Improvements in AT

Including AT in the IEP• Student’s 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

Types of Assistive Technology

No-Tech• Highlighter tapes

& pens• Specialized paper

– Raised line– Contrasting line

• Pencil grips• Picture cards• Line guides

Low-Tech• Portable

keyboards• Spell checkers• Talking

calculators• Stand-alone

switches• Digitized

communication devices

High-Tech• Computer

software• AAC devices• Power

wheelchairs• CCTV displays

Areas of Need

Communication

Computer Access

Mathematics

Organization

Reading

Seating and Positioning

Sensory Needs

Writing

Contact InformationKendra BittnerIDEA Training and Consultation

Coordinator, Assistive Technology

Allegheny Intermediate Unit #3475 East Waterfront DriveHomestead, PA 15120-1144kendra.bittner@aiu3.net412-394-5872 ● 412-394-5992

(Fax)

AIU Assistive Technology Home Page

http://www.aiu3.net/Level3.aspx?id=1220

Scott A. DoughertyIDEA Training and Consultation

Coordinator, Assistive Technology

Allegheny Intermediate Unit #3475 East Waterfront DriveHomestead, PA 15120-1144scott.dougherty@aiu3.net412-394-1375 ● 412-394-5992

(Fax)