Transcript CTD-Funding AT k-12-Gibbonsx

FUNDING ASSISTIVE
TECHNOLOGY K-12
PRESENTED BY CHRIS GIBBONS, PHD, CCC-SLP
VP, EDUCATION AND ASSESSMENT
SMARTBOX, INC
Hi Everyone!
I have worked the past 20+ years as an Assistive
Technology focused clinician, researcher, advocate,
and product specialist.
Most recently in the area of funding by bringing
funding options to previously unfunded A.T.
nationally via Medicare, Medicaid, and Private
Insurance.
I believe everyone deserves the best access
possible to learning and living through the fullest
participation possible.
Thanks for joining this discussion!
Chris
WHAT I’LL TALK ABOUT TODAY
1.
HOW DO WE CURRENTLY DESCRIBE A.T. AND WHY THIS MATTERS?
2.
WHAT CAN BE FUNDED?
3.
WHAT TRADITIONAL AND ALTERNATIVE FUNDING OPTIONS ARE AVAILABLE?
FAST FORWARD TO 2017…
EVOLVING THINKING ABOUT
TECH
Significant portion of tech used in AT no longer solely
for people with special needs
Assistive technology facilitates learning for every
student
Technology facilitates learning for every student
YET MOST FUNDING POLICY IS UNEVOLVED
THE TWO MINDS OF A.T.
FUNDER DEFINITIONS
PRACTICAL DEFINITIONS
• MUST SERVE SPECIFIC DISABILITY
• FACILITATES INDEPENDENCE
• PRESUMES “MEDICAL NECESSITY”
• ENABLES PARTICIPATION
• MUST BE DURABLE
• PROVIDES PHYSICAL ACCESS TO ED TOOLS
• MUST NOT BE USEFUL IN THE ABSENCE OF
INJURY/DISABILITY
• SUPPORTS ALTERNATIVE LEARNING
• MUST BE SPECIFICALLY CONFIGURED
EQUIPMENT
• AUGMENTS COMMUNICATION AND
LANGUAGE DEVELOPMENT
VS
Funder quote: “we can’t fund an iPad for a
student with a disability… because, well,
everyone has an iPad… and, well, you can
get one at Best Buy”
Assistive Technology Defined by IDEA:
“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.”
A.T. CATEGORIES INCLUDE
• AIDS FOR DAILY LIVING
• ASSISTIVE LISTENING
• ENVIRONMENTAL CONTROL
• SPEECH GENERATING DEVICES AND AUGMENTATIVE/ALTERNATIVE COMMUNICATION
• SEATING POSITIONING MOBILITY
• ALTERNATIVE ACCESS
• ADAPTED EDUCATIONAL MATERIALS
• ORTHOTICS/PROSTHETICS
A.T. ASSISTS
• PHYSICAL INTERACTION WITH ENVIRONMENT
• RECEPTIVE/EXPRESSIVE DIVIDE
• PEER PERFORMANCE
• INDEPENDENCE
• PARTICIPATION
• FUTURE VOCATIONAL POTENTIAL
• CONCENTRATION
• ENDURANCE
• SOCIAL INTERACTION
A.T. EXAMPLES
• E-READER
• MOBILE TABLET (IPAD OR ANDROID)
• ADAPTED DESK/SEATING
• HEADSET TO IMPROVE LISTENING
• EYE CONTROL
• HANDHELD MANIPULATIVES
• UTENSIL HOLDER
• WIDE VARIETY OF APPS
• SPEECH RECOGNITION
• ARM SUPPORTS
• MONITORING SOFTWARE
• BRAILLER
• JOY STICK
• ADAPTED KEYBOARD
A.T EXAMPLES
ALSO A HUGE ARRAY OF SOFTWARE-BASED SOLUTIONS
THAT INTERACT SEAMLESSLY WITH ACCESS TO
EDUCATIONAL, SOCIAL, INFORMATIONAL, AND
PARTICIPATORY ACTIVITIES AND LEARNING
WHY CHANGES IN DEFINITION OF A.T. MATTER
• A.T. AS STUFF, BRICKS AND MORTAR, MADE IN A GARAGE SOMEWHERE, GLUE GUN
• SPECIALLY MADE FOR SPECIAL PEOPLE WITH SPECIAL NEEDS
• EASILY IDENTIFIED, EASILY DESCRIBED, CATEGORIZED
• EASY TO PAIR WITH SPECIFIC FUNCTIONAL OUTCOMES
BLURRING LINES
• TECHNOLOGY EVERYWHERE AND VERY USEFUL
• FLEXIBLE, COMPREHENSIVE, SERVING MULTIPLE FUNCTIONS FOR EVERY STUDENT
• BECAUSE SO MANY BENEFIT FROM TECH, FUNDERS NEED GUIDANCE
SO, HOW DO WE FUND A.T. IN SCHOOLS?
• MULTIPLE MECHANISMS:
• CHANGE ACROSS THE LIFESPAN
• VARY BY ENVIRONMENT
• VARY BY STUDENTS DISABILITY
• MAY BE LOCAL, REGIONAL, OR NATIONAL
• OFTEN COMBINED RESOURCES
• MAY ONLY COVER A PORTION OF TOTAL COST
• RARELY COVER TRAINING OUTSIDE SCHOOL FUNDING
FUNDING MECHANISMS
School
• SCHOOL-BASED
• REGIONAL
Foundation
Regional
• STATE MEDICAID
• FEDERAL - MILITARY
• PRIVATE INSURANCE
Student
Alternate
Federal
• DX SPECIFIC FOUNDATION
• ALTERNATIVE FUNDING
Private
State
SCHOOL-BASED FUNDING
• EARLY INTERVENTION (IFSP)/HEAD START
• IDEA AND SPED (IEP)
• SECTION 504 (UNDER FAPE BUT DO NOT QUALIFY FOR SPED)
• DISTRICT TECHNOLOGY FUNDING
• PROGRAM-SPECIFIC FUNDING
SCHOOL-BASED FUNDING
• SPED FUNDING
• STUDENT MUST QUALIFY FOR SPECIAL SERVICES
• IEP MUST PROVIDE RATIONALE AND ROADMAP FOR A.T.
• STUDENT MAY OR MAY NOT TAKE A.T. HOME
• DISTRICT OWNS TECHNOLOGY
• ASSESSMENT/TRAINING BUILT INTO A.T.
• DISTRICT USUALLY OWNS EQUIPMENT
REGIONAL FUNDING
• TECH ACCESS PROGRAMS
• TELEPHONE ACCESS PROGRAM
• UNIVERSITY-BASED GRANT FUNDED A.T. PROGRAMS
• STUDENT MAY, OR MAY NOT, OWN A.T. IF FUNDED/LOANED VIA REGIONAL PROGRAM
STATE MEDICAID
• SPECIFIC DEFINITIONS OF FUNDED A.T.
• APPLICATION PROCESS
• COMPENSATION VARIABLE
• IF FUNDED, STUDENT OWNS A.T.
FEDERAL FUNDING
• MEDICARE
A.T. NOT BROADLY DEFINED FOR FUNDING – VERY FEW STUDENTS FIT
• TRICARE
FOLLOW MEDICARE DEFINITION BUT WITHOUT AGE RESTRICTIONS
STUDENT WILL OWN A.T. IF FUNDED VIA TRICARE
PRIVATE INSURANCE
• EVERY POLICY DIFFERENT
• DIFFERENT COMPANIES HAVE DIFFERENT PHILOSOPHIES TOWARDS A.T.
• SOME HAVE POLICY EXCLUSIONS
• SOME ONLY FUND IN SHADOW OF MEDICARE
• SOME BEGINNING TO SEE VALUE OF ADAPTED COMMERCIAL EQUIPMENT
• SOME VERY SENSITIVE TO PRICE/VALUE COMPARISON DEDICATED VS. OFF-THE-SHELF
• ALWAYS CHECK BEFORE REQUESTING FUNDING
• IF FUNDED, STUDENT OWNS A.T.
FOUNDATION FUNDING
• DISABILITY SPECIFIC FOUNDATIONS OFTEN WILLING TO LOAN/FUND A.T.
CEREBRAL PALSY ASSOCIATION
EASTER SEALS
MDA
UNITED WAY
BRAILLE INSTITUTE
AUTISM SOCIETY
RETT SYNDROME
ALTERNATIVE FUNDING
LOCAL PRIVATE FOUNDATIONS
LOCAL CHAPTERS NATIONAL ORGANIZATIONS
LOCAL BENEFACTORS/CORPORATE SPONSORS
LOCAL PRIVATE FUNDING EVENTS
FUNDING TIPS: ALWAYS AN ADVENTURE
• KNOW ALL FUNDING OPTIONS UP FRONT BEFORE EVALUATING STUDENT
• KEEP WELL ORGANIZED NOTES
• FIND COMPETENT EVALUATORS
• BE REALISTIC
• FEW FUND 100%
• BE PREPARED FOR CO-PAYS
• USE ALTERNATIVE FUNDING TO CLOSE GAPS
CASE STUDY #1 – AMY
8 Y/O AMY
DX PERVASIVE DEVELOPMENTAL DELAY
NON VERBAL COMMUNICATION, SELF INJURIOUS BEHAVIORS, PLACED IN INCLUSION
CLASSROOM
IEP GOALS INCLUDE COMMUNICATION SUPPORT, SENSORY REGULATION, FINE MOTOR,
BEHAVIOR MOD
CASE STUDY #1- AMY
• TRIAL WITH IPAD AND COMMUNICATION APP HAVE RESULTED IN POSITIVE COMMUNICATION
AND BEHAVIORAL IMPROVEMENTS
• EVALUATION TEAM RECOMMENDS IPAD AND APP
• TO SAVE SPED BUDGET TEAM SUBMITS FUNDING REQUEST TO MEDICAID
DENIED!!!
CASE STUDY #1 – AMY
• WHY WAS FUNDING DENIED?
• DOES NOT QUALIFY FOR MEDICAID COVERAGE
• IS AN IPAD AND COMMUNICATION APP FUNDABLE IN THIS CASE?
• NOT FOR 48 OF 50 MEDICAID PROGRAMS
• KNOW THY FUNDER
• HOW SHOULD TEAM PROCEED?
• WORK WITH THE DEFINITIONS AND LANGUAGE OF THE FUNDER FOR SUCCESS
CASE STUDY #2 - MIKE
14 Y/O MIKE
DX DUCHENNE'S MUSCULAR DYSTROPHY
WEAKNESS NOTED AT END OF DAY BEGINNING TO IMPACT CLASSROOM SUCCESS
FINE MOTOR + VOCAL
COULD BENEFIT FROM VOICE AMPLIFICATION, TEXT INPUT ENHANCING SOFTWARE/HARDWARE,
VOICE RECOGNITION SOFTWARE, ADAPTED READING MATERIAL
CASE STUDY #2 - MIKE
• MECHANISM BEST SUITED TO POTENTIALLY FUND THESE ITEMS IS 504 PLAN
• ENGAGE TEAM MEMBERS
• INVOLVE STUDENT, FAMILY, PEERS, AND PARAPROFESSIONAL SUPPORT AS NECESSARY
CASE STUDY #3 - MIKE
9 Y/O TODD
DX AUTISM
SINGLE WORD ECHOLALIA, FOLLOWS LIMITED ARRAY OF 2-STEP COMMANDS, REQUESTS USING
PECS, VISUAL SUPPORTS, IPAD APPS FOR TIME MANAGEMENT/SEQUENTIAL
SCHEDULE/COMMUNICATION/CHOICE-MAKING, ADAPTED DESK AND CHAIR FOR BETTER FOCUS
IN CLASS, ONE-TO-ONE PARA
IEP CALLS FOR MULTIPLE AT SUPPORTS TO ACCOMMODATE
CASE STUDY #3 - MIKE
• CONSTELLATION OF FUNDING MECHANISMS
• DISTRICT SPED (TECH PROGRAM?)
• MEDICAID (FOR SOME ITEMS)
• PRIVATE INSURANCE (FOR SOME ITEMS)
• REGIONAL AT PROGRAM (FOR SOME ITEMS)
• AUTISM SPECIFIC ORGANIZATIONS/FOUNDATIONS
• TEAM NEEDS ENERGETIC, ORGANIZED LEADER
• SOLID, EVOLVING, WELL-DOCUMENTED PLAN AND AT TRACKING
QUESTIONS/COMMENTS?
THANK YOU!