Transcript 635PresentFinal2

ED 635 SPED – Graduate
Introduction to Assistive
Technology
Chapter 1 Overview
• Students with disabilities have received AT
accommodations beginning as early as 1973.
The definition of AT, as we know it today, was
first defined in 1988 in the Tech Act. The term
AT has continued to evolve with the passage
of the Individuals with Disabilities Education
Improvement Act of 2004.
Introduction to Assistive
Technology?
Any technology with the potential to enhance
the performance of persons with disabilities.
This includes a variety of devices and services
that include adaptive and rehabilitative
devices and processes used in selecting,
locating and using them.
• Assistive technology includes both low and
high tech devices.
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What is Assistive
Technology?
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The applications of science, engineering and
other disciplines that result in processes,
methods or inventions that support people
with disabilities.
Assistive Technology Defined
• Defined by Public Law 100-407 of IDEA
• AT Device is 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
• AT Service means any service that directly assists an
individual with a disability in the selection, acquisition, or
use of an AT device.
INDIVIDUALS WITH DISABILITIES
EDUCATION ACT OF 1990, IDEA
• This law stipulates that each public agency
must ensure that the placement of every
child with a handicapping condition be
determined at least annually and be based
on the child’s individualized education
program.
Educational Programs
• IDEA
• IEP Team must “consider” the students need for AT
and services to receive a free, appropriate
education in the least restrictive environment.
• IEP Team Considerations Pg. 25
• “For people without disabilities, technology
makes things easier, For people with
disabilities, technology makes things
possible”
• IBM AT Training Package 1991
The New Jersey Regional
Assistive Technology
Training Centers
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Trained Staff
Professional Development
AT Technology Expos
Regional Conferences
Drop-in Learning Centers
Resources Directories
Informational Web Sites
The Regional Assistive
Technology Training
Centers
• North
• Bergen County
• Warren County
• Central
• Middlesex County
• Ocean County
• South
• Camden County
• Burlington County
Professional Development
• Training for:
• Teachers
• Special Education
Teams
• Support Staff
• Administrators
• Parents and Parent
Groups
Drop-in Center
• Assistive Technology
equipment and
software available to
“try before you buy”
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Teachers
Administrators
Support Staff
Parents
Options that MUST be Considered for
AT Assessment
 Personal Concerns
 Access Issues
 Training Needs
 Repair and Maintenance Needs
 Financial Issues
What Types of Assistive Technology are available
for my Student?
 Assistive Technology for the Hearing Impaired
 Assistive Technology for Physical Disabilities
 Assistive Technology for Learning Disabilities
 Assistive Technology for the Vision impaired
 Assistive Technology for Computer Access
Types of Assistive Technology
 Positioning
 Mobility
 Augmentative and Alternate Communication
 Computer Access
 Adaptive Toys and Games
 Adaptive Environments
 Instructional Aids
Chapter 1 Overview
• AT has become a common venue by which all
students access and meet the state
curriculum standards defined by each state.
The Center for Applied Special Technology
(CAST) created a program that provides
educators a means to better understand how
Universal Design for Learning and AT can be
integrated to support student learning.
Chapter 1 Overview
• Assessment for AT is provided by the school
system if the student's Individual Education
Program (IEP) team decides it is necessary in
order to improve student outcomes. Funding
for AT is provided by the school system or
other agencies such as Medicare, Medicaid,
and/or private insurance.
MISCONCEPTIONS
• Assistive Technology is a cure-all
• All Assistive Technology is “High
Tech.” and expensive
Misconceptions
• It’s only useful for people with certain kinds of
disabilities
• It’s only appropriate for children who are
classified
• Professionals are the best sources for
information about assistive technology
AND MORE
MISCONCEPTIONS
Assessment of technology needs is done only once
If a technology solution is available it will be used
by student in school as well as home
People with disabilities want the latest gadgets
Historical Overview of
Assistive Technology
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Foundation Period: Pre 1900’s
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Small Steps
“Making due”
Establishment of:
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1817-The American School for the Deaf
1829/1834- Louis Braille
1832- Perkins School for the Blind
1869- Wheelchair Patent
1877- Phonograph
1877- Public Law 45-186
Establishment Period: 1900-1972
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Inventions and Innovations
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1918-Soldier Rehabilitation Act
1920-Optophone Reading Machine
Guide Dogs
Social Security Act-1935
Rehabilitation Act of 1943-Training
1952-Tellatouch Communication device
1965 –National Commission on Architectural Barriers
Empowerment Period: 1973 to Present
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Section 504
Law and Assistive Technology
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Technology-Related Assistance for Individuals with Disabilities Act of
1988
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On June 23, 1988, Congressman Jim Jeffords of Vermont and Senator Tom
Harkin of Iowa introduced the Technology-Related Assistance for Individuals
with Disabilities Act of 1988. On August 19, 1988, President Reagan signed
the Act and it became law, Public Law 100-407. The support for the
legislation was very strong. People with disabilities, their families and
advocates and those who direct or provide services to those with disabilities
emphasized to Congress the importance of technology and support services in
technology for people with disabilities. And although many people indicated
that much "off-the-shelf" technology is available to assist people with
disabilities, such technology, as well as other specialized or customized
technology, more often than not, is not accessible.
Telecommunications Act of 1996
Carl D. Perkins Vocational/Technical Education Act
Assistive Technology Act of 1998
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President Clinton signed the Assistive Technology Act of 1998 (P.L. 105-394)
into law on Friday, November 13, 1998. The Technology Act of 1998 (ATA)
affirms that technology is a valuable tool that can be used to improve the
lives of Americans with disabilities. An assistive technology device is defined
by the ATA as “any item, piece of equipment, or product system, whether
acquired commercially, modified, or customized, that is used to increase,
maintain, or improve the functional capabilities of individuals with
disabilities.”
Law and Assistive Technology
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Education for all Handicapped Children Act of 1975
Individuals with Disabilities Education Act of 1990
Individuals with Disabilities Education Act of 1997
Individuals with Disabilities Education Improvement Act of
2004
• The Individuals with Disabilities Education Act (IDEA) is a law
ensuring services to children with disabilities throughout the
nation. IDEA governs how states and public agencies provide
early intervention, special education and related services to more
than 6.5 million eligible infants, toddlers, children and youth with
disabilities.
• Infants and toddlers with disabilities (birth-2) and their families
receive early intervention services under IDEA Part C. Children
and youth (ages 3-21) receive special education and related
services under IDEA Part B.
Law and Assistive Technology
• Section 504 of the Rehabilitation Act of 1973
• Americans with Disabilities Act of 1990
• No Child Left Behind Act of 2004
Low Tech Middle Tech, High
Tech
• Low-tech AT doesn't require much training, is often
less expensive, and does not have complex or
mechanical features. Examples of low-tech devices
might include handheld magnifiers, large print text,
paper and pen for communication, canes or walkers,
color coding, automatic lights, and specialized pen or
pencil grips.
Low Tech Middle Tech, High
Tech
• Middle-Tech AT may have some complex features, may
be electronic or battery operated, may require some
training, and is more expensive than the low-tech
alternative. Some examples include manual
wheelchairs, talking spell checkers, electronic
organizers, larger computer monitors, books on tape,
amplifiers, text pagers, closed-caption televisions,
remote environmental controls, and a specialized
mouse or keyboard for the computer.
No Tech
Low tech, High
• High-tech AT refers to complex equipment that has
digital or electronic components, may be
computerized, will likely require training, and cost the
most. Examples of high-tech AT include power
wheelchairs or scooters, prosthetics, digital hearing
aids, computers with specialized software for voice
recognition or visual magnification, digital hands-free
headsets, voice-activated telephones, communication
devices with voices, and digital books or information
on MP3 players.
Low/Light Tech
Assistive Technology
Devices
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Highlighting tape or markers
Colored overlays
Slanted surface
3D Letters
Magnetic Poetry
Pencil grip
3D lined paper
High Tech
Assistive Technology
Devices
• Computer Access
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Alternative mice
On screen keyboards
Touch pad
Switch
Alternative keyboards
• Intellikeys
• Alphasmart
• Windows Accessibility options
• Reading and writing Software
• Screen Reading
High Tech
Assistive Technology Devices
Reading and writing Software
• Screen Reading
• Wynn, Kursweil 3000
• Screen Magnifier
• BigShot, ZoomText
• Word Prediction
• Co-writer, Text! Help Read and write
• Graphic Organizational aids
• Inspiration, Kidspiration
• Auditory Feedback
• Write out loud, Intellitalk
Is It High or Low…Tech ?
• For Mobility
• Wheelchairs and crutches
• For Communication
• Speech boards, a Braille restaurant menu, voice
amplifiers and speakers, adaptive computer
attachments and software.
• Daily life aids
• Straws, bathroom tub rails, environmental control
devices
Chapter 3
• Early Intervention services are provided to children
birth to 3 years of age. The Individual Family
Service Plan (IFSP) is developed by a team, with
strong input from the family. AT devices should be
considered to enhance the child's access to the
same activities as their typically developing peers.
Parents, professionals, and other caregivers should
be trained to use the AT device properly to avoid
abandonment of the device.
Chapter 3
• AT should be used to provide the child with as
much independence as possible with the focus
being on the child rather than on the AT device. In
looking at the five developmental domains
(adaptive, cognitive, communication, physical, and
social/emotional), a delay in one domain can affect
development in other domains. Remember that AT
can assist a child with a developmental delay so
that the delay has minimal impact on the other
domains.
Windows XP Accessibility
Options
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Screen Magnification
On Board Keyboard
Display
Mouse
Keys
Narrator
Windows Accessibility
Options
Internet Explorer
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To change how Web page colors are
displayed
1. On the Tools menu in Internet Explorer,
click Internet Options.
2. On the General tab, click Colors.
3. Change the settings as needed.
Windows Accessibility
Options
Internet Explorer
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To display Web page text larger or
smaller
On the View menu, point to Text Size,
and then click the size you want.
Remember
• A disability is not a characteristic of a person, it is a
description of the relationship between the person
and the environment.
• Assistive Technology enhances that relationship.
FUNDAMENTAL ASSESSMENT
PROCESS…FAP
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Step 1 - Intake/Referral
Step 2 - Identification of Needs
Step 3 - Identification of Desired Outcome
Step 4 - Develop and Nurture Team Members
Step 5 - Skills Assessment
Step 6 - Device Trials
Step 7 - Revisit Desired Outcome
Step 8 - Procurement of Device
Step 9 - Technology Implementation
Step 10-Follow Up/ Follow Along
•1999 Associated Students California State University, Northridge, Inc.
SETT Framework
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Student
Environment
Tasks
Tools
SETT Framework
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Student
Environment
Tasks
Tools
FEAT
• Functional Evaluation for Assistive
Technology
• Page 50
Chapter 4
• Assistive Technology
Devices to Enhance
Mobility for Individuals
with Physical
Impairments.
Assistive Technology Devices to Enhance Mobility
for Individuals with Physical Impairments
• Objectives
• Describe how wheelchairs and other mobility units
help people become mobile.
• Describe the components of a wheelchair.
• Explain seat and positioning issues.
Assistive Technology Devices to Enhance Mobility
for Individuals with Physical Impairments
• Making a Connection
• Think about how you maneuver around during the
course of a day. Where do you go? What obstacles
do you sometimes encounter? How do you
overcome those obstacles?
• What if someone were confined to a wheelchair?
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What are different types of mobility impairments
What Obstacles would they encounter?
How do they face those challenges?
How might those obstacles be over come with and
without Mobility adaptations?
Assistive Technology Devices to Enhance Mobility
for Individuals with Physical Impairments
• Objective 1
• Describe how wheelchairs and other mobility units
help people become mobile.
• Function Loss in Lower Limbs
• Unstable Posture
• General Physical Problems
Assistive Technology Devices to Enhance Mobility
for Individuals with Physical Impairments
• Function Loss in Lower Limbs
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Spinal Cord Injuries
TBI
Arthritis
Cerebral Palsy
Polio
Muscular Dystrophy
Stroke
Amputation
Multiple Sclerosis
• Unstable Posture
• General Physical Problems
Assistive Technology Devices to Enhance Mobility
for Individuals with Physical Impairments
• Function Loss in Lower Limbs
• Unstable Posture
• Brain Trauma, Cerebral Palsy can cause unstable posture
• Individuals may stand and/or walk.
• General Physical Problems
Assistive Technology Devices to Enhance Mobility
for Individuals with Physical Impairments
• Function Loss in Lower Limbs
• Unstable Posture
• General Physical Problems
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Temporary use
Surgeries
Obesity
Heart
Elderly
Assistive Technology Devices to Enhance Mobility
for Individuals with Physical Impairments
• Objective 2
• Describe the components of a wheelchair.
• Types
• Manual Wheelchair
• Rigid
• Folding
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Everyday Wheelchair
Sport Wheelchair
Junior Wheelchair
Racing Wheelchair
Assistive Technology Devices to Enhance Mobility
for Individuals with Physical Impairments
Assistive Technology Devices to Enhance Mobility
for Individuals with Physical Impairments
Assistive Technology Devices to Enhance Mobility
for Individuals with Physical Impairments
• Objective 2
• Describe the components of a wheelchair.
• Motorized Wheelchairs
• Front wheel Drive
• Rear Wheel Drive
• Mid-Wheel
• Motorized Carts
Assistive Technology Devices to Enhance Mobility
for Individuals with Physical Impairments
• Objective 2
• Describe the components of a wheelchair.
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Seatbacks
Armrests
Controls
Front Riggings
Wheels and Rear Tires
Casters
Hand rims
Other Features!
Assistive Technology Devices to Enhance Mobility
for Individuals with Physical Impairments
• Objective 3
• Explain seat and
positioning issues.
• If your not
comfortable…It is more
difficult to focus…
• What can teachers look
for……
Assistive Technology Devices to Enhance Mobility
for Individuals with Physical Impairments
• Evacuation Devices
Assistive Technology Devices to Enhance Mobility
for Individuals with Physical Impairments
• Chapter Review
• Describe how wheelchairs and other mobility units
help people become mobile.
• Describe the components of a wheelchair.
• Explain seat and positioning issues.
Assistive Technology Devices to Enhance Speech
Communication
• Chapter 5
• Objectives
• Identify the components of language and their role
in language development.
• Determine the purpose of alternate and
augmentative communication.
• Examine the components of an alternate and
augmentative communication system and how they
combine to provide individuals with severe speech
problems the opportunities to communicate on a
daily basis.
Assistive Technology Devices to Enhance Speech
Communication
• Language Components
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Listening
Speaking
Semantics
Syntax
Morphology
Phonology
Pragmatics
Assistive Technology Devices to Enhance Speech
Communication
• Language Components
• Listening
• to hear something with thoughtful attention –
Obtaining meaning form what is spoken…
Assistive Technology Devices to Enhance Speech
Communication
• Language Component
• Speaking
• Production
• Types of Words
• Sentence Structure
Assistive Technology Devices to Enhance Speech
Communication
• Language Components
• Semantics
• Meaningful aspects of Language
• Phrases
• Sentences
• Paragraphs
Assistive Technology Devices to Enhance Speech
Communication
• Language Components
• Syntax
• the order in which linguistic elements (words) are put
together to form as phrases.
Assistive Technology Devices to Enhance Speech
Communication
• Language Components
• Morphology
• A study and description of word formation (as
inflection, derivation, and compounding) in language.
Assistive Technology Devices to Enhance Speech
Communication
• Language Components
• Phonology
• The system of speech sounds of a language.
Assistive Technology Devices to Enhance Speech
Communication
• Language Components
• Pragmatics
• Linguistics concerned with the relationship of
sentences to the environment in which they occur.
• Jeet?
Augmentative and Alternate
Communication
Helps people communicate with
each other.
Augmentative and Alternate
Communication
Unaided Communication
Sign Languages
ASL
Education Sign Systems
Grammatically Correct
Gestural Language Codes
Finger Spelling
Augmentative and Alternate
Communication
Aided Communication-Uses equipment or
devices to aid people in communication.
Non-electronic Systems
Electronic Systems
Augmentative and Alternate
Communication
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Head Pointers are one of the many alternative access methods for
individuals who are unable to use their fingers, hands or arms. This
pointing device can be used to access a picture/letter board to spell
out messages, to point to symbols, or to hit buttons on a voice
output communication device. Head pointers can be used with a
standard keyboard on the computer.
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Picture Boards are a low-tech, simple communication method that
can be accessed by pointing with a finger, hand, head pointer or
mouth stick. Producing a message is easily accomplished by
selecting one or more pictures together to create a phrase or
sentence.
Digitized speech devices provide age appropriate, easily changeable
messages. The Speak Easy allows for up to 12-recorded messages
that can be accessed through touch or switch.
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Augmentative and Alternate
Communication
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Synthesized speech devices, such as the DynaMyte, allow a greater
number of messages to be pre-programmed as well as real-time
creation through on-screen keyboards (letter or picture). Also allows
the creation of multiple pages by separating message screens into
categories (i.e., food, school, home, clothing). Because this type of
system is computer-based the number of words and messages that
can be pre-programmed are almost endless.
Portable Keyboards offer up to 10 programmable synthesized instant
messages such as "Hi, how are you?" or "I'll see you later" and 100
abbreviation expansion messages (i.e., when the letters "HH" are
typed the message "Hi, how are you?" is displayed or spoken). The
LINK also allows easy access to taking notes while attending a
lecture or meeting. Text documents are easily printed or sent to a
word processing program on a computer.
Augmentative and Alternate
Communication
Aided Communication
Non-electronic Systems
Communication Boards
Mini Boards
Communication Books
Eye Gaze Displays
Augmentative and Alternate
Communication
Aided Communication
Electronic Systems
Direct Selection
Keyboards
Optical pointing
Switches
Augmentative and Alternate
Communication
Electronic Systems
Scanning
Scanning is where the items in the selection set
are presented sequentially over time and the user
makes a selection indirectly, typically via one or two
switches. (This is in contrast to direct selection
where all items in the selection set are available at
the same time and the user goes straight for the
one he/she wants)
Augmentative and Alternate
Communication
Aided Communication
Electronic Systems
Type of Voice
Quality of Voice
Amount of Vocabulary
Screen Readers
• Wynn Reader
• WYNN is software designed to aid individuals
to read and write more effectively. WYNN
was developed with the help of special
educators and individuals with learning
difficulties. In addition to customized visual
tailoring, individuals may enjoy clear,
natural-sounding synthetic speech while
reading standard word processing files, the
Internet and scanned pages saved to disk.
FAP
• Fundamental Assessment Process
• Not specific to one are
• Guideline to be followed for overall AT intervention
FUNDAMENTAL ASSESSMENT
PROCESS…FAP
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Step 1 - Intake/Referral
Step 2 - Identification of Needs
Step 3 - Identification of Desired Outcome
Step 4 - Develop and Nurture Team Members
Step 5 - Skills Assessment
Step 6 - Device Trials
Step 7 - Revisit Desired Outcome
Step 8 - Procurement of Device
Step 9 - Technology Implementation
Step 10-Follow Up/ Follow Along
•1999 Associated Students California State University, Northridge, Inc.
FUNDAMENTAL ASSESSMENT
PROCESS…FAP
• Step 1 - Intake/Referral
• Student is referred and information is gathered
•1999 Associated Students California State University, Northridge, Inc.
FUNDAMENTAL ASSESSMENT
PROCESS…FAP
• Step 2 - Identification of Needs
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Goals
Interests
Dislikes
Priorities
Practical aspects
•1999 Associated Students California State University, Northridge, Inc.
FUNDAMENTAL ASSESSMENT
PROCESS…FAP
• Step 3 - Identification of Desired Outcome
• What is the student trying to accomplish
•1999 Associated Students California State University, Northridge, Inc.
FUNDAMENTAL ASSESSMENT
PROCESS…FAP
• Step 4 - Develop and Nurture Team Members
• Assistive Technology is a flexible collaborative
process
•1999 Associated Students California State University, Northridge, Inc.
FUNDAMENTAL ASSESSMENT
PROCESS…FAP
• Step 5 - Skills Assessment
• Should address the Individual's needs and abilities.
•1999 Associated Students California State University, Northridge, Inc.
FUNDAMENTAL ASSESSMENT
PROCESS…FAP
• Step 6 - Device Trials
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Negotiation what to try
Set up the device trials
Utilize rental and loaner programs
Activities should reflect key GOALS!
•1999 Associated Students California State University, Northridge, Inc.
FUNDAMENTAL ASSESSMENT
PROCESS…FAP
• Step 7 - Revisit Desired Outcome
• Check to see if original goal is being met
•1999 Associated Students California State University, Northridge, Inc.
FUNDAMENTAL ASSESSMENT
PROCESS…FAP
• Step 8 - Procurement of Device
• Consider all ways of securing the device
•1999 Associated Students California State University, Northridge, Inc.
FUNDAMENTAL ASSESSMENT
PROCESS…FAP
• Step 9 - Technology Implementation
• Work with IT Team/Coordinator
•1999 Associated Students California State University, Northridge, Inc.
FUNDAMENTAL ASSESSMENT
PROCESS…FAP
• Step 10-Follow Up/ Follow Along
• Periodic visits to insure device/software or service is
working.
•1999 Associated Students California State University, Northridge, Inc.