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Defining A T


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Joint class project to define and overview assistive technology

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Defining A T

  1. 1. What is AT? AT “ is really a concept, a perspective as it were, that leads one down the road to making practical decisions about specific devices, services, and adaptations that can be used by the people with disabilities, their advocates, and their family members to make independence possible” (Bryant3).
  2. 2. AT, Assistive Technology <ul><li>Assistive technology is any device, service, or tool used to “increase, maintain or improve the functional capabilities of individuals with disabilities” (Bryant 3). </li></ul><ul><li>Assistive Technology can be as advanced as prostheses and as simple as a pencil gripper because both types of technology aid in maintaining a functional life. </li></ul><ul><li>Some examples of Assistive technology: </li></ul><ul><li>- alternative keyboards </li></ul><ul><li>-joysticks </li></ul><ul><li>-braille embossers </li></ul><ul><li>- screen readers </li></ul><ul><li>- wheel chairs </li></ul>
  3. 3. The seven different categories of Assistive Technology Devices Positioning, Instructional Aids, Adaptive Environments, Adaptive Toys and Games, Computer Access and Mobility
  4. 4. Positioning
  5. 5. Positioning Or just catching some air
  6. 6. Instructional Aids Alpha Smart Interwrite pad Software Smartboard
  7. 7. Adaptive Environments
  8. 8. Adaptive toys and games
  9. 9. Computer Access Read Please is a free download which will read text off of your computer screen. Magnification devices may be as complex as this one or as simple as opening the one currently on your computer. Touch screens can help the student interact with programs.
  10. 10. Augmentative and Alternative Communication
  11. 11. Mobility
  12. 12. Mobility Shall we dance? Video
  13. 13. Training
  14. 14. Adaptations <ul><li>Adaptations for AT services are available to help a person with a disability accomplish a task. </li></ul><ul><li>Alterations that are made so that a task can be completed by a person who does not possess the ability to do it on their own. </li></ul><ul><li>Adaptations can either be remedial or compensatory </li></ul>
  15. 15. Adaptations (cont.) <ul><li>Example of compensatory adaptation </li></ul><ul><ul><li>A student using a screen reader program to access an email account. The student is bypassing his/her area of weakness. </li></ul></ul><ul><li>Example of remedial adaptation </li></ul><ul><ul><li>A person never giving up trying to teach a nonreader how to read. Always coming up with different strategies and devices to teach a child how to read. </li></ul></ul>
  16. 16. Revisions of the Rehabilitation Act: Section 504 <ul><li>The Rehabilitation Act originally did not include equal treatment of those individuals with disabilities. </li></ul><ul><li>With the revisions, including section 504, it abolished any unequal treatment of those with disabilities. </li></ul><ul><li>Without the revision, discrimination against people with disabilities would still be tolerated today </li></ul>
  17. 17. Revisions of the Rehabilitation Act: Section 504(cont.) <ul><li>It defines the rights of individuals with disabilities to participate in, have access to, programs and services. </li></ul><ul><li>Section 504 prohibitions against discrimination apply to service availability, accessibility, delivery, employment, and the administrative activities and responsibilities of organizations receiving Federal financial assistance. </li></ul>
  18. 18. Tech Act 1988 <ul><li>The Technology-Related Assistance for Individuals with Disabilities Act of 1988. </li></ul><ul><li>For the first time congress acknowledged the potential of AT to assist persons with disabilities </li></ul><ul><li>The overall purpose of the Tech Act was to provide financial assistance to states to help them develop consumer responsive, cross-age, and cross-disability programs of technology-related assistance Bryant 15-16). </li></ul>
  19. 19. Accomplishments of Tech Act 1988 <ul><li>All 50 states plus the District of Columbia, Puerto Rico, American Samoa, Guam, Commonwealth of Northern Mariana Islands and US Virgin Islands are funded under this Act. </li></ul><ul><li>In 1994, 124,535 persons with disabilities or their family members have received information from the projects. </li></ul><ul><li>77,297 service providers working with persons with disabilities or their family members also received information. (NATTAP) </li></ul>
  20. 20. Critical Steps in Implementation of AT <ul><ul><ul><ul><ul><li>Selection </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Design </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Fit </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Training </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Evaluation </li></ul></ul></ul></ul></ul>
  21. 21. Selection <ul><li>A device or service must be selected based on the individual needs of a student. What do they need to enable them to perform tasks that they were formerly unable to accomplish, or difficulty accomplishing. </li></ul><ul><li>Formal Needs Assessment may be required </li></ul><ul><li>Much research can be involved in this process. </li></ul>
  22. 22. Occupational Therapy Devices
  23. 23. Design <ul><li>AT devices can be manufactured by a company or by you. </li></ul><ul><li>They can include simple modifications to everyday items. </li></ul><ul><li>They can be complicated or simple in design. </li></ul>
  24. 24. Adaptive Writing Devices
  25. 25. Training <ul><li>Some devices require extensive training for the user, parents, and educational support staff others require minimal training. </li></ul><ul><li>Services usually require extensive training in specific areas of concentration </li></ul><ul><ul><ul><li>Occupational Therapist </li></ul></ul></ul><ul><ul><ul><li>Physical Therapist </li></ul></ul></ul><ul><ul><ul><li>Speech/Language Pathologist </li></ul></ul></ul><ul><ul><ul><li>Special Education teachers </li></ul></ul></ul>
  26. 26. Sensory Stimulation Equipment
  27. 27. Adaptive Chair
  28. 28. Fitting <ul><li>The device or service must fit the needs of the student. </li></ul><ul><li>It must also fit them physically – size and shape </li></ul>
  29. 29. Weighted Vest
  30. 30. Adapted Scissors
  31. 31. Evaluation <ul><li>Does it do what it was intended to do? </li></ul><ul><li>AT devices and services must be evaluated on a regular basis for need, design, and fit. </li></ul><ul><li>Students grow, develop, and their needs change </li></ul><ul><li>What is needed now may not be needed in 60 mo. Or a year. </li></ul>
  32. 32. Who Benefits from AT <ul><li>Most all students can benefit from some form of AT device – computers, cell phones, audio-visual equipment, ramped street corners – these are considered Universal Design (UD). </li></ul><ul><li>Children with disabilities can benefit from UD’s and other devices – Braille readers, mobility aids, seating aids, sensory enhancements, and services. </li></ul>
  33. 33. How Benefit from AT <ul><li>Visually impaired – large print, Braille, voice-enabled devices </li></ul><ul><li>Hearing impaired – light or vibrating switches to see or feel phones or doorbells </li></ul><ul><li>Non-Verbal – alternative and augmentation devices as well as therapy </li></ul><ul><li>AT benefits by allowing more enriching life experiences for students with disabilities they allow them to be closer to the same “playing field” as other children without disabilities. </li></ul>
  34. 34. Sensory Seat Cushion
  35. 35. Slant Boards for Visual Impairments
  36. 36. References <ul><li>Bryant, M., Bryant, B. (2003). Assistive Technology for people with disabilities. Pearson Education, Inc. </li></ul><ul><li> </li></ul><ul><li>http:// / </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>
  37. 37. References (cont.) <ul><li> </li></ul><ul><li>http:// / </li></ul><ul><li> </li></ul><ul><li>http:// / </li></ul><ul><li>http:// </li></ul>