Administration, Rehabilitation, & Postsecondary Education .docx

Administration, Rehabilitation, & Postsecondary Education
(ARPE)
(in College of Education)Doctorate of Education, Educational
Leadership (Community College Leadership)Master of Arts in
Educational LeadershipFocus in Community College Teaching
& LeadershipSpecialization in Student AffairsMaster of
Science in Rehabilitation Counseling
Interwork Institute http://www.interwork.sdsu.edu
*
I serve as the Chair of our Department – ARPE – and we offer
the following degrees, plus we coordinate the Leadership Minor
in collaboration with the Division of Student Affairs. You can
find out more about our programs on the Interwork website.
Interwork Institute:
Created 25+ years ago to join like-minded educators in
collaborative efforts that would benefit individuals with
disabilities and other non-traditional, underserved, &
underrepresented learners
Established as an Institute of SDSU, created by the Department
of Administration, Rehabilitation, & Postsecondary Education
(in the College of Education)
Partners with SDSU Research Foundation for administration of
external funding

Interwork is the umbrella/infrastructure for administering grants
and contracts (i.e., funding that comes from outside of the
University) – we administer about $10 million worth of funding
that support a variety of projects, including research, training,
and leadership development. Many of our grants enable us to
hire students to work with us. Again, you can learn more details
on the Interwork site.
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Specializations/Certificates in Rehabilitation
CounselingRehabilitation (Assistive) Technology (with College
of Engineering)Psychiatric Rehabilitation/LPCCCognitive
DisabilitiesSupported Employment & TransitionRehabilitation
Administration
These are areas that students can develop specialized skills in
working with individuals with a variety of disabilities. Each of
these certificate programs can be embedded in the 60-unit
Master of Science degree in Rehabilitation Counseling.
*
Vocational RehabilitationVR is all about jobs! It’s the state and
federal system of agencies that helps individuals with
significant disabilities figure out their career paths, find and
maintain employment – 80 agencies across US & territories;
about $2.5-3 billionCA-DOR (in HHS Agency) serves over
120,000 consumers annually via 13 districts across CA
http://www.rehab.cahwnet.gov/

Although VR has been around for a long time, many people
don’t know about it, at least until they need it. All state
departments of rehabilitation provide support to individuals
with disabilities to find and keep employment. For example, if
someone gets injured on their job, they may go to VR to help
retrain for another job or to get support (like using assistive
technology) to keep their same job. VR can help people whether
they were born with a disability or if they acquired it through
accidents, illnesses, or other trauma. Many students with
disabilities can qualify for funding from VR to go to college to
prepare for employment.
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Rehabilitation CounselorsProvide counseling, assessment,
career development to individuals with disabilitiesPartner with
people to make informed choices, build viable careers, & live
more independently in the communityCan work in a variety of
rehab settings: federal, state, local agencies; postsecondary
education; Veterans Administration; private
rehabilitationIntersection with Student Services/Student Affairs
in community colleges & higher education
We train students in our program in these areas – they have
many options for employment. If you’re interested in learning
more about this career path, we will be holding an open house
information night, which can be attended in person or via
distance technologies. Please check the Interwork website for
specific dates, times, and access.
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What is Assistive Technology?
Write down 5 examples.
*
What do you know about A.T.? Can you think of examples?
Consider:
Richard, born without arms or legs in 1969, has learned how to
live his life with a great deal of independence. He has control
over many activities in a variety of environments, including
work, transportation, recreation/exercise, and daily activities.
What types of assistive technology might be helpful for him to
access:
Daily living (showering, brushing teeth, eating, shaving,
dressing)?
Transportation (at home, in community)?
Recreation/exercise?
Using a computer?
We’ll come back to Richard’s story later…..be thinking about
these areas as you learn more about A.T. throughout the
presentation, which includes many examples.
*
Advances in technology in general and assistive technology for
individuals with disabilities open opportunities previously

thought of as impossible!
Advances in technology in general and assistive technology for
individuals with disabilities open opportunities previously
thought of as impossible!
Photo shows Lucas, a young man who uses a wheelchair due to
having cerebral palsy. He is rappelling off the side of a building
as part of a fundraiser – he enlisted people to pledge funds that
went to a non-profit organization that supports children with
disabilities to participate in after school activities with their
friends and neighbors.
*
Limited choices and options for ATMedical professionals
primarily prescribed ATView of disability was considered as a
health problem that required treatment and cureAbout 27,000
AT products availableScherer, 2014
Our access to assistive technology was limited in the 20th
century. An editorial in an international journal, Disability &
Rehabilitation by Dr. Marcia Scherer, described some thoughts
on the changing perspectives about Assistive Technology
services. She talked about the focus being on people and their
needs as a whole population – for example, all those who were
blind or had physical disabilities. Individuals within these
populations weren’t the focus of attention, and products or
devices were not designed to fit individual needs or
preferences. Overall, AT devices were considered in more
general terms, that is, the options and choices in wheelchairs
and other equipment were quite limited. Therefore, services for
people with disabilities and chronic health conditions came
under the purview of medical professionals who, in keeping

with their training, viewed disability as a health problem which
required treatment and cure. In early 2000, about 27,000 AT
products were available for purchase.
*
the condition of the individual with the disability is the
problem; that is, their failure to perform major life activities.
~ Daniels, 1990
In other words,
The medical model, also referred to as the “individual defect
paradigm” seeks outcomes such as improved functional
capacity, return to work, and less use of support services, all
positive outcomes. However, at the same time, the individual
with the disability was rarely part of the process and the
primary authority was the professional.
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Service infrastructure has been builtProtection of health, safety,
& rights via legislation and policiesFocus on eliminating,
minimizing barriers in environmentAbout 40,000 AT products
availableScherer, 2014
In the 21st century, we have built a service infrastructure and
have legislation and policies in place to protect our health,
safety, and rights, allowing us to focus more on the individual
person and their needs. We have changed our focus from people
with disabilities as being deficient and of lesser status who

require treatment and segregation, to focusing on how barriers
in the environment are the problem and can be eliminated or
minimized. We can modify and customize AT products to meet
varied needs and preferences of individuals. By this time in
2014, there were at least 40,000 AT products available.
*
Technology/ecology paradigm:Source of the problem is the lack
of fit between a person’s goals, capabilities, & environmental
resourcesLack of access to appropriate resources; i.e., tools,
information, trainingOutcomes: equal opportunity, freedom of
choice, achievement of personal goals
That is, using the
The technology/ecology paradigm shifts the focus to the
following: lack of fit between the individual with a disability
and their environment; lack of access to the appropriate
resources that can facilitate that access, including tools,
information, and training. The outcomes go beyond those of the
previous model and include equal opportunity, freedom of
choice, and achievement of their own personal goals. The
individual AT user drives the process in partnership with the
professional. The photo is of a colleague from Thailand after
he transferred from his wheelchair to his car, which he will
drive with hand controls that he designed.
*
The Technology-Related Assistance Act of 1988 (Tech Act)
authorized funding for states to: Conduct needs assessments to
develop and implement a consumer responsive system of
technology-related assistanceModel delivery systemsPublic

awareness programsTraining & technical
assistanceReauthorized in 1994, 1998, 2004, 2014
The Assistive Technology Act was first passed by the U.S
Congress and signed by the President as the Technology-Related
Assistance Act of 1988. It’s often called the Tech Act and has
been reauthorized in 1994, 1998, and 2004. The most current
version was passed in summer 2014 under the new Workforce
Innovation & Opportunity Act.
Detailed history available at:
http://www.acl.gov/Programs/CIP/OCASD/AT/history.aspx
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…any item, piece of equipment, or product system, whether
acquired commercially, modified, or customized, that is used to
increase, maintain, or improve functional capabilities of
individuals with disabilitiesCan be high tech, medium tech, or
low tech
AT Devices are defined in the Act as: any item, piece of
equipment, or product system, whether acquired commercially,
modified, or customized, that is used to increase, maintain, or
improve functional capabilities of individuals with disabilities.
These can include low tech to high tech items. Photos include
high tech communication device, medium tech
scanner/magnifier and reading pens, and low tech reachers.
*

…any service that directly assists an individual with a disability
in the selection, acquisition, or use of an assistive technology
device, including:Evaluating, purchasing, leasing, selecting,
designing, fitting, customizing, repairing, etc.Coordinating with
other service providers to provide therapy (physical,
occupational, speech/language)Training, technical assistance
The law defines AT services as follows: …any service that
directly assists an individual with a disability in the selection,
acquisition, or use of an assistive technology device, including:
Evaluating, purchasing, leasing, selecting, designing, fitting,
customizing, repairing, etc.
Coordinating with OTs, PTs, other service providers to provide
therapy
Training, technical assistance
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Section 508 of the Rehabilitation Act
https://www.section508.gov/
Americans with Disabilities Act (1990,
2008)http://www.ada.gov
Individuals with Disabilities Education Act http://idea.ed.gov/
Section 508 of the Rehab Act pertains to all electronic and
information technologies developed and used by any Federal
government and the need for it to be accessible. This includes
websites, video and audio tapes, electronic books, televised
programs, and other such media. Individuals with disabilities
may still have to use special hardware and/or software to access
the resources.
The ADA prohibits discrimination on the basis of disability in
employment, state and local government, public

accommodations, commercial facilities, transportation, and
telecommunications. Four titles (sections) detail requirements in
each of these areas.
The Individuals with Disabilities Education Act, which was
most recently updated in 2004 addresses AT for school-aged
children and describes devices and services that they’re entitled
to and how states and public agencies provide these services.
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While public policy calls for for funding & services,
it is our
beliefs & expectations
that drive the implementation to realize valued outcomes.
While public policy calls for funding and services, it is our
beliefs and expectations that drive the implementation to realize
valued outcomes.
Story of Chris, lost vision, use of legs, partial use of hands due
to spinal meningitis. Wanted to become a school counselor –
was provided a job folding pizza boxes, due to complying with
the letter of the law – get a job that’s good at entry level. What
did that do to his confidence, belief in himself?
*
Inclusive, quality educationSustainable employmentMeaningful
relationshipsContributing members of society

If our desired outcomes for IWD are: Inclusive, quality
education, Sustainable employment, Meaningful relationships,
and being contributing members of society – that is, having a
quality life of productivity, health, & well-being, then we need
to focus on: ACCESS, OPPORTUNITY, CHOICE
*
“Independence is defined in terms of how much control a person
has over his or her environment, not in the number of tasks that
the person can do without assistance.”
~ Enders & Leech, 1996
*
This quote by Enders and Leech provides the context for this
presentation - Independence is defined in terms of how much
control a person has over his or her environment, not in the
number of tasks that the person can do without assistance.
Having control over our lives helps to improve the quality of
our lives - enhancing health and well-being, relationships,
communication, employment, education, recreation and more.
The quote also applies perfectly to David, shown in the photo in
the sit ski. He is a high level quadriplegic (C-4 level, paralyzed
from the neck down – he can shrug his shoulders and move his
head) due to a motorcycle accident over 20 years ago. I met

David in a class at SDSU and we became friends. We often
present together about the use of AT. Let me tell you a bit
about how AT helps David lead a very active life. (For more
photos, see https://www.youtube.com/watch?v=_hdLraWFiyU)
Considering any technology:
1. Why did you select it & continue to use it?
2. Why did you give it up?
Think about your smart phone, computer, music equipment, etc.
Think of reasons why you got it in the first place. What about
things that you don’t use anymore?
*
Individual needs drive processReduces non-use & abandonment
of ATFocus on “person” vs. “people”Need to assess &
document outcomes (e.g., AT satisfaction, performance, quality
of life)
Scherer, 2002
*
David is definitely in charge of the AT process for himself and
epitomizes the person-centered or user-centered approach that is
the intention of our public policy.
By taking a user-centered approach, we start with the
individual’s needs and preferences. Using this approach, the
individual driving the process of exploration and problem-
solving, which is more likely to result in a good match with the
most appropriate technology. Too often, the professional has an
idea as to the best technology for someone. But every person is

different, even if they have similar disabilities. Further, when
the AT user is invested in the process, he will be more apt to
use the AT and get the most out of it.
Holly
I met Holly when she called me about applying to our masters
degree in Rehabilitation Counseling. She told me about having
lost her vision and that she was ready to try something new.
This photo was taken with some of our students who just
graduated from our distance program when Holly started
working with us. More about that shortly.
*
Holly & Chris
I’m including this photo of Holly and her neighbor Chris, as
Chris was the person who first told Holly about our masters
program. They met in the neighborhood after Holly was
recovering from cancer and Chris was recovering from a boating
accident that left him paralyzed from the shoulders down. In
1991, Holly had gone in for surgery related to the cancer, and
after a second surgery, she was placed in an induced coma for 5
days. When she woke up, she was completely blind. At the time
she had a 5-year old son and had been working as a social
worker. The good news is that she has been cancer-free ever
since; she has also remained blind.
*

Helping Chris stay fit!Interest in home exercise
routineResearched adaptive equipment Holly was convinced that
her solution was bestChris finally convinced her that it wasn’t
what he wanted!
When Holly was in my A.T. class, she chose her friend Chris as
her ‘focus individual’ for her project. The goal was to work
with an individual who could benefit from A.T. Students are
required to do an assessment with that individual and work
together to explore possible solutions, either items that are
commercially available or that might be modified or customized
for that person. Chris wanted a way to exercise at home. Holly
found what she thought was the best solution; Chris didn’t see it
that way. Holly’s solution was more expensive, more
cumbersome, and wasn’t likely to be as easily used. She finally
listened to Chris and realized that he had a great and easy idea
for a pull-down bar that could be easily installed in his garage.
It was a huge lesson for Holly….it’s important to listen to the
AT user.
*
Re-inventing her life
Back to Holly’s story: Holly tried to go back to work as a social
worker but in 1991 the technology just wasn’t there to support
her. She couldn’t manage the work, and became frustrated,
embarrassed, and depressed. She lost confidence in her abilities
and in herself – she no longer felt like the outgoing person she
had always been. She was then introduced to the local Center
for the Blind where she re-learned basic skills for everyday life
– cooking, cleaning, self-care, etc. Then Holly attended classes

at the Braille Institute – she started by reading Braille books to
her son. Learning Braille as an adult can be quite challenging.
Luckily, assistive technology was advancing rapidly and by the
time she started regaining her confidence and learned about our
graduate program, she didn’t have to depend on reading Braille.
Holly’s most used AT is a Braille ‘n Speak, which she uses in
combination with her computer. She uses JAWS on her
computer so she can hear everything on emails and websites.
*
Explore meanings they assign to devicesClarify their
expectations of ATConsider the anticipated social costsReflect
on ways to come to terms with disability as ONE, but not THE
defining, feature of oneself.
(Pape, Kim, Weiner, 2002)
Bradley watch:
https://www.eone-time.com
*
It’s important to understand how the individual makes meaning
of the AT – that is, what does using this AT represent to them
individually? For Holly, she had to develop a comfort level with
using AT. She found Braille to be too slow and it took her time
and practice to learn to use JAWS effectively. When she first
started classes in our graduate program, she struggled with
using the technology as everything took so much longer. She
had to learn to be an auditory learner. As she became more
proficient with the technology, her self-image improved. AT
users must have a clear idea of what the AT can do for them and
what it will take to get there through training and practice.
Wearing the BRADLEY watch, given to her by one of the
developers she met on a plane: https://www.eone-time.com
In this photo, Holly is showing off her Bradley watch to Chris,

as a beautifully designed watch that can be used by individuals
with and without vision. Holly always disliked having to hear
her watch as it felt disruptive. With the Bradley watch, she can
feel the time – and more importantly, it looks cool. She now
sees how the AT demonstrates her competence.
Eone was founded to solve this problem. We started with a
friendship.
What We Value:
Inclusivity
Accessibility
Aesthetics
Quality
Giving Back
Diversity
Sustainability
A little background on the company. Fascinating what people
will come up with to solve problems for friends. Check out their
site for the rest of the story.
*
Finding a good match:With technologyWith a careerWith her
new life
After graduating from our program with a masters degree in
Rehabilitation Counseling, Holly worked with us in co-teaching
some courses and then started working with us in our distance

program. One of the benefits of working in our distance
program, which is offered 100% online, is that she didn’t have
to spend time traveling back and forth to the campus. Taking
public transportation from where she lives would take lots of
extra time. She now serves as our student advisor in the
program, playing a key role in supporting students, faculty, and
providing consistency from one course to the next as students
complete the 3-year program. She’s especially helpful in
encouraging and supporting students who use AT to access the
course. She is always checking for accessibility, and works
closely with our Center for Distance Learning whenever we’re
implementing new software or trying new platforms. She has
become an invaluable member of the academic team.
*
Part of her neighborhood
Holly had to learn how to use a white cane to increase her
independence in navigating her neighborhood and anywhere else
she likes to go. She knows all the neighbors, participates in
online communities, and in addition to working with us, she is
involved in advocacy organizations for supporting safe medical
procedures. She has clearly rediscovered her outgoing
personality!
*
Sebastian
Sebastian is a young man on the autism spectrum. I wanted to
include him, as we sometimes only think of individuals with

physical disabilities when we consider AT. Sebastian is 18 now
and is starting his years of transitioning out of secondary school
into his adult life. Sebastian is pictured here in the red shirt
during a planning meeting we had with his family, friends, and
school personnel. In facilitating a person-driven plan, I was able
to help Sebastian and those who know him well, think about his
goals and design a plan to help him achieve those.
*
Communication
This is a page from Sebastian’s plan, which includes how he
best communicates, as he doesn’t speak. He’s very effective at
using some sign language, and mostly his own gestures that his
mom helps to translate. More important to developing his
independence, is his use of an iPad for communication. He uses
several programs including Touch Chat and Read & Write Gold
to support his learning in school and in exploring ways to
connect with others. When we consider AT, we must look at the
incentives and disincentives for people to use the devices or
equipment. Sebastian has his preferences and his priorities that
must be honored. We need to ask, listen, and then respond.
*
Not impossible!Many dreamsMany friendsGood tech
skillsGaining experience
Sebastian has many interests and everyone came up with
creative ideas as to possible directions for his future. He just

started classes at one of our local community colleges where he
is improving his use of technology and is beginning some work
experience as he figures out what he wants to do to earn money.
The planning process helped to raise the expectations of what’s
possible – and the use of AT will be critical to his success in
creating a quality life.
*
Finding the right AT match requires:
- understanding the person
- surveying the environment
- assessing the technology
Summarizing the important points: In helping someone to find
the right match when using A.T. to connect to a particular
activity, it’s critical to consider the person, the environment,
and the way that technology fits in for both.
*
One of our RC graduates created a “shower foot” with his friend
who has one leg amputated. They have a patent and working on
a business - AmpuTech.
https://www.youtube.com/watch?v=rySqMiMPygQ
Back to Richard:

One more chance to update your ideas for assistive technology
for him:
https://www.youtube.com/watch?v=l96aNpaZ-xc
Before checking out the video of a Day in the Life of Richard,
go back to your original list to see if you can add anything else
that might be useful for his daily activities. Here’s the link.
*
Another great invention - Kenguru:
Driving while seated in a wheelchair:
https://www.youtube.com/watch?v=ry89HBh70C0
And how about this?
http://www.notimpossiblelabs.com/
Tempt One: The Eyewriter
3D Printing Arms: Project Daniel
Assignment #5: Exploring Assistive Technology (AT)
Pick ONE area of AT from the following categories;
Employment
Education
Recreation/social interaction/ independent living
Emerging Technologies
Do online research about the AT that relates to the category of
interest.
Follow the directions and answer the questions on the
assignment description

Opportunities are endless!
3 page paper double, spaced, 12 point font
1

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