Assistive technology


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2006 draft of AT for HOPE

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  • University of Buffalo Lets Play Project
  • Assistive technology

    1. 1. Assistive Technology <ul><li>Beyond </li></ul><ul><li>Cause and Effect </li></ul>
    2. 2. Purpose of Meeting <ul><li>• Take the mystery out of AT </li></ul><ul><li>What is AT? </li></ul><ul><li>Why is AT offered? </li></ul><ul><li>• Learn the HOPE AT process. </li></ul><ul><li>• Discover how tech helps children learn. </li></ul><ul><li>A Glimpse @ Computers </li></ul><ul><li>• Play stages and AT (4 activities) </li></ul><ul><li>Share low tech solutions </li></ul><ul><li>Share back on AT pilot </li></ul>
    3. 3. TAB <ul><li>A blind instructor once told her class that we were all “ temporarily able-bodied .” We would all experience disability in one form or fashion within our lifetime. Assistive technology would therefore help all of us function at some point in our lives. </li></ul><ul><li> </li></ul>
    4. 4. Ice Breaker
    5. 5. AT mystery <ul><li>What do duct tape, glue, carpet squares, pvc pipe, foam, switches, batteries, black cloth, balloons, lights, popsicle sticks, positioning supplies and a computer have in common? </li></ul>
    6. 6. Answer <ul><li>• They are all forms of assistive technology. They are tools that can be used to support function. </li></ul><ul><li>Each discipline has strategies and tools. The tools can be thought of as AT. </li></ul>
    7. 7. AT devices…
    8. 8. AT <ul><li>“ AT makes it possible for a person with a disability to perform tasks and participate in everyday activities in different ways. It is any item or piece of equipment, that helps a person do something that his or her age appropriate peers can do without the assistance.” </li></ul>
    9. 9. AT items make everyday activities possible… Environmental control………. for daily living
    10. 10. Switch adapted toy………. for play
    11. 11. Little room……..….for learning/cognition….for visually impaired
    12. 12. Educational software………. for learning/cognition
    13. 13. Picture symbols……….. for communication
    14. 14. Walker……….. for mobility/gross motor
    15. 15. Cup with handles and straw………..for self care
    16. 16. What is AT?
    17. 17. How did you AT?
    18. 18. What comes to mind?
    19. 19. AT is more than…
    20. 20. AT can…
    21. 21. Low tech and high tech
    22. 22. Definition of Assistive Technology <ul><li>“ An assistive technology 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 the functional capabilities of children with disabilities.” </li></ul>http://www. cde .ca. gov/sp/se/sr/astvtech .asp
    23. 23. Definition of Assistive Technology <ul><li>“ An assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.” </li></ul>http://www. cde .ca. gov/sp/se/sr/astvtech .asp
    24. 24. Assistive Technology Checklist <ul><li>Examples of Assistive Technology </li></ul><ul><li> (handout) </li></ul><ul><li>Includes eye glasses and hearing aids </li></ul>
    25. 25. Why is AT offered?
    26. 26. What do we know about AT and infants and toddlers?
    27. 27. Considering AT <ul><li>As of July 1, 1998, the law requires the IFSP/IEP team to specifically consider a child's need for assistive technology devices and services when developing an IFSP/IEP. 20 U.S.C. § </li></ul><ul><li>1414(d)(3)(B)(v). </li></ul><ul><li>This requirement means that, while developing your child's IFSP/IEP, the school must consider whether she needs assistive technology to assure that she will benefit from </li></ul><ul><li>special education. </li></ul>
    28. 28. Early Intervention Mandated Services <ul><li>There are four main laws that provide direction and mandates on AT for use with young children with disabilities and their families. </li></ul><ul><li>The Individuals with Disabilities Act ( IDEA ) 2004 </li></ul><ul><li>ADA </li></ul><ul><li>The AT Act (ATA) </li></ul><ul><li>Rehabilitation Act-Section 504 </li></ul><ul><li>Sec 300.308 Assistive Technology </li></ul><ul><li>a) Each public agency shall ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in secs. 300.5-33.6, are made available to a child with a disability if required as part of the child’s </li></ul><ul><ul><li>1) Special education under sec 300.26 </li></ul></ul><ul><ul><li>2) Related services under sec 300.24 </li></ul></ul><ul><ul><li>3) Supplementary aids and services under secs 33.28 and 300.550 (b) (2) </li></ul></ul><ul><ul><li>On a case by case basis, the use of school-purchased assistive technology devices in a child’s home or in other settings is required if the child’s IEP team determines that the child needs access to those devices in order to receive FAPE. (Authority: 20 U.S.C. 1412 (a)(12)(B)(I). </li></ul></ul>
    29. 29. Early Intervention Mandated Services <ul><li>Assistive technology services include- </li></ul><ul><li>The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environment; </li></ul><ul><li>Purchasing, leasing or otherwise providing for the acquisition of assistive technology devices by children with disabilities; </li></ul><ul><li>Selecting, designing, fitting customizing, adapting, applying, maintaining, repairing or replacing assistive technology devices; </li></ul>
    30. 30. Mandated Services Continued <ul><li>Coordinating and using other therapies, interventions, or services with assistive technology devices…; </li></ul><ul><li>Training or technical assistance for a child with disabilities or, if appropriate, that child’s family; and </li></ul><ul><li>Training or technical assistance for professionals (including individuals providing early intervention services), or other individuals who provide services to, or are otherwise substantially involved in the major life functions of individuals with disabilities. </li></ul><ul><li> </li></ul>
    31. 31. The HOPE AT Process
    32. 32. Guiding Principles for Hope <ul><li>“ The four principles to consider when evaluating the potential for AT solutions should include: </li></ul><ul><li>1. Use of the multidisciplinary team . </li></ul><ul><li>2 . Family members are a crucial member of the team </li></ul><ul><li>3. Focus on function – “What is it that the child needs to do that he/she currently cannot do?” </li></ul><ul><li>4. Strive for simplicity .” </li></ul> early int/eipdfs/eiatg.pdf
    33. 33. Hope’s AT Process <ul><li>Regional AT teams </li></ul><ul><li>MATCH form (handout/o) </li></ul><ul><li>IFSP form (handout/o) </li></ul>
    34. 34. Regional Teams <ul><li>Core AT Team Family & EI+ </li></ul><ul><li>PT Audiology </li></ul><ul><li>OT DHH </li></ul><ul><li>LSH Nurse </li></ul><ul><li>VI Social Worker </li></ul><ul><li>School Psychologist </li></ul><ul><li>The team expands and contracts depending on each individual child’s needs. </li></ul><ul><li>It is an integral part of our job, vs. a separate job. </li></ul>
    35. 35. MATCH <ul><li>M atching A ssistive T echnology & Ch ild </li></ul><ul><li>See handout </li></ul>
    36. 36. IFSP <ul><li>See handout </li></ul>
    37. 37. Break <ul><li>10 minutes </li></ul>
    38. 38. Discover How AT Helps Children Learn
    39. 39. AT Promoting Infant Toddler learning in Natural Environments
    40. 40. AT to promote participation and learning
    41. 41. Is using the AT tool worth the child’s effort? <ul><li>Be sure to engineer something motivating into the AT activity so it is worth the child’s effort. </li></ul><ul><li>People have inborn drives that motivate them to learn: </li></ul><ul><li>• to discover and understand </li></ul><ul><li>• to develop independence and sense of self. (To be in control) </li></ul><ul><li>• to connect socially with other people </li></ul><ul><li>Remember to engineer these motivators into activities. (Lburkhart ) </li></ul>
    42. 42. Active Learning vs. Passive Participation <ul><li>Create active learning opportunities within activities by giving the child chances </li></ul><ul><ul><li>to be in control </li></ul></ul><ul><ul><li>to make choices </li></ul></ul><ul><li>Although routines are parent driven, develop opportunities within these routines for child control and choices. (Lburkhart) </li></ul>
    43. 43. A Glimpse at Computers
    44. 44. Computer Aided Instruction <ul><li>A grant project done by the Santa Barbara Early Intervention Program noted the following benefits from using assistive technology and computer aided instruction. (Brown SEECAP 2006) </li></ul>
    45. 45. Benefits from AT & CAI <ul><li>“ Cause and effect concepts </li></ul><ul><li>Turn taking behavior and ability </li></ul><ul><li>Attention span </li></ul><ul><li>Ability to wait </li></ul><ul><li>Concept of object permanence and memory </li></ul><ul><li>Ability to follow directions </li></ul><ul><li>Cognitive engagement </li></ul><ul><li>Vocalizations and sound production </li></ul><ul><li>Expressive language skills </li></ul>
    46. 46. Benefits continued… <ul><li>• Additional benefits include: </li></ul><ul><li>Providing opportunities for a child to make choices </li></ul><ul><li>Initiate communication </li></ul><ul><li>Fine motor control and practice in many other developmental areas </li></ul><ul><li>Early exposure to literacy </li></ul>
    47. 47. Computer Access <ul><li>Mouse </li></ul><ul><li>Single switch </li></ul><ul><li>Two switch step scan </li></ul><ul><li>Roller ball </li></ul><ul><li>Touch window </li></ul>
    48. 48. Computer Software <ul><li>My Own Bookshelf </li></ul><ul><li>Early Songs and Play </li></ul><ul><li>IT Mouse Skills </li></ul><ul><li>Songs I Sing at Preschool </li></ul><ul><li>Switch It Patterns </li></ul><ul><li>Two Switches to Success </li></ul>
    49. 49. AT and Play Stages
    50. 50. Emerging Play Stages
    51. 51. Break <ul><li>10 minutes </li></ul>
    52. 52. Sharing Low Tech Solutions
    53. 53. Adapting Toys
    54. 54. Adapting Toys
    55. 55. Adapting Toys
    56. 56. Adapting Toys <ul><li> </li></ul>
    57. 57. Adapting Toys <ul><li> </li></ul>
    58. 58. Ideas to Share
    59. 59. Ideas to Share
    60. 60. Ideas to Share
    61. 61. Ideas to Share
    62. 62. AT Pilot SC <ul><li>Link to SC slide show </li></ul>
    63. 63. AT Pilot NC
    64. 64. AT Pilot NI
    65. 65. AT Highlights <ul><li>AT is a tool </li></ul><ul><li>Its offered because its mandated </li></ul><ul><li>HOPE uses an AT team </li></ul><ul><li>HOPE will continue with the AT pilot/MATCH form </li></ul><ul><li>Technology promotes participation and learning. </li></ul><ul><li>We looked at integrating AT into all areas of development. </li></ul><ul><li>AT devices vary depending on the child’s individual differences. </li></ul>
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