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 prep.
The document discusses the impacts of the Assistive Technology Act on education. It defines assistive technology as any item or equipment that helps individuals with disabilities improve their functional capabilities. The Act has increased funding for assistive technology research and helped more students with disabilities access tools like text-to-speech software in the classroom, leading to improved achievement and positive attitudes towards technology. Teachers and students both reported benefits of using assistive technologies to support learning.
Disability Support Worker - NDIS Provider Werribee.pdfelvinmartin224
Creating meaningful connections is important to us and we believe in the power of community. Our NDIS Provider Werribee services not only focus on individual care but also create a supportive network where participants can bond, share experiences, and celebrate milestones together.
This document discusses assistive technology (AT), including its definition, history, funding sources, and appropriate uses. It defines AT as any item or equipment that helps individuals with disabilities increase their functional abilities. The document outlines how AT has evolved since the 1970s to become formally defined and mandated within education and disability laws. It also describes the AT continuum of low-tech, light-tech, and high-tech devices and provides examples of each. Funding sources for AT include school districts, Medicaid/Medicare, private insurers, and various organizations. Ethics and incorporating AT appropriately within IEPs are also addressed.
This document discusses assistive technology, which refers to devices or equipment that help individuals with disabilities function better. It defines assistive technology and adaptive technology, and describes how assistive technology is used to support individuals with various disabilities, including hearing, visual, physical, and learning disabilities. The document also outlines several laws related to assistive technology and the rights of individuals with disabilities.
Here is a draft essay on discrimination against the disabled:
Discrimination against people with disabilities has been a longstanding problem in our society. While laws have been passed to promote inclusion and equality, biases and barriers still exist. People with disabilities face unfair treatment in many areas of life simply because they are perceived as "different."
One form of discrimination is physical barriers that prevent people with mobility issues from fully participating. For much of history, public buildings and transportation were not accessible via wheelchair. Ramps, elevators and accessible restrooms were an afterthought. Even today, some older structures remain non-compliant with accessibility standards. This effectively excludes people from community spaces and activities.
Employment is another area where discrimination persists.
This document discusses strategies for including individuals with disabilities in national service programs. It provides an overview of key areas such as outreach, recruitment, reasonable accommodations, and retention. The goal is to promote accessibility and equal opportunity for all in national service initiatives. Specific topics covered include writing inclusive position descriptions, conducting accessible interviews, ensuring physical and digital access, providing alternative formats, and maintaining confidentiality around disclosures of disability. The document emphasizes that with proper training and supports, individuals with disabilities can successfully serve in national programs alongside their peers.
This document discusses including individuals with disabilities in national and community service programs. It provides information on partnerships with disability organizations, examples of training topics, and an overview of the Edward M. Kennedy Serve America Act which emphasizes inclusion of people with disabilities in national service. The act increases funding for outreach and allows those with disabilities to serve up to two full-time terms.
How to fund assistive technology devices and serviceLarry Cobb
This document provides information on various sources of funding for assistive technology devices and services. It discusses organizations like RESNA and the Department of Veterans Affairs that provide assistance. Federal and state programs through the Department of Education and vocational rehabilitation services also offer funding. Advocacy groups at both the local and national level work to fund assistive technology. Grants are available through various government offices and agencies. Additional potential sources of funding include private organizations, corporations, manufacturers, worker's compensation, and loans.
The document discusses the impacts of the Assistive Technology Act on education. It defines assistive technology as any item or equipment that helps individuals with disabilities improve their functional capabilities. The Act has increased funding for assistive technology research and helped more students with disabilities access tools like text-to-speech software in the classroom, leading to improved achievement and positive attitudes towards technology. Teachers and students both reported benefits of using assistive technologies to support learning.
Disability Support Worker - NDIS Provider Werribee.pdfelvinmartin224
Creating meaningful connections is important to us and we believe in the power of community. Our NDIS Provider Werribee services not only focus on individual care but also create a supportive network where participants can bond, share experiences, and celebrate milestones together.
This document discusses assistive technology (AT), including its definition, history, funding sources, and appropriate uses. It defines AT as any item or equipment that helps individuals with disabilities increase their functional abilities. The document outlines how AT has evolved since the 1970s to become formally defined and mandated within education and disability laws. It also describes the AT continuum of low-tech, light-tech, and high-tech devices and provides examples of each. Funding sources for AT include school districts, Medicaid/Medicare, private insurers, and various organizations. Ethics and incorporating AT appropriately within IEPs are also addressed.
This document discusses assistive technology, which refers to devices or equipment that help individuals with disabilities function better. It defines assistive technology and adaptive technology, and describes how assistive technology is used to support individuals with various disabilities, including hearing, visual, physical, and learning disabilities. The document also outlines several laws related to assistive technology and the rights of individuals with disabilities.
Here is a draft essay on discrimination against the disabled:
Discrimination against people with disabilities has been a longstanding problem in our society. While laws have been passed to promote inclusion and equality, biases and barriers still exist. People with disabilities face unfair treatment in many areas of life simply because they are perceived as "different."
One form of discrimination is physical barriers that prevent people with mobility issues from fully participating. For much of history, public buildings and transportation were not accessible via wheelchair. Ramps, elevators and accessible restrooms were an afterthought. Even today, some older structures remain non-compliant with accessibility standards. This effectively excludes people from community spaces and activities.
Employment is another area where discrimination persists.
This document discusses strategies for including individuals with disabilities in national service programs. It provides an overview of key areas such as outreach, recruitment, reasonable accommodations, and retention. The goal is to promote accessibility and equal opportunity for all in national service initiatives. Specific topics covered include writing inclusive position descriptions, conducting accessible interviews, ensuring physical and digital access, providing alternative formats, and maintaining confidentiality around disclosures of disability. The document emphasizes that with proper training and supports, individuals with disabilities can successfully serve in national programs alongside their peers.
This document discusses including individuals with disabilities in national and community service programs. It provides information on partnerships with disability organizations, examples of training topics, and an overview of the Edward M. Kennedy Serve America Act which emphasizes inclusion of people with disabilities in national service. The act increases funding for outreach and allows those with disabilities to serve up to two full-time terms.
How to fund assistive technology devices and serviceLarry Cobb
This document provides information on various sources of funding for assistive technology devices and services. It discusses organizations like RESNA and the Department of Veterans Affairs that provide assistance. Federal and state programs through the Department of Education and vocational rehabilitation services also offer funding. Advocacy groups at both the local and national level work to fund assistive technology. Grants are available through various government offices and agencies. Additional potential sources of funding include private organizations, corporations, manufacturers, worker's compensation, and loans.
How to fund assistive technology devices and serviceLarry Cobb
This document provides information on various sources of funding for assistive technology devices and services. It discusses organizations like RESNA and the Department of Veterans Affairs that provide assistance. Federal and state programs through the Department of Education and vocational rehabilitation services also offer funding. Advocacy groups at both the local and national level work to fund assistive technology. Grants are available through various government offices and agencies. Additional potential sources of funding include private organizations, corporations, manufacturers, worker's compensation, and loans.
The document provides information about an assistive technology course including announcements about assignments, opportunities for community service, and a thank you to students. It also summarizes assistive technology, rehabilitation services, the definition of assistive technology, and examples of assistive technology that could help someone without arms or legs gain independence.
This document discusses assistive technology and its uses for students with various disabilities or special needs. It defines assistive technology as mechanical aids that help individuals perform tasks if they have physical, mental, or cognitive impairments. The document provides strategies and examples of assistive technologies that can benefit students with cognitive difficulties, physical difficulties, sensory difficulties, or who are at-risk or gifted/talented. It argues that technology can help teachers meet diverse student needs and reduce achievement gaps.
The document discusses three key laws pertaining to people with disabilities: the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and the Individuals with Disabilities Education Act. It provides an overview of the purpose and scope of each law, as well as some amendments made to the IDEA over time. The document also discusses Philippines laws on disability rights like the Magna Carta for Disabled Persons, and covers concepts like qualified individuals with disabilities, special education philosophy and goals.
This document provides an overview of a course on community-based rehabilitation taught at Ambo University in Ethiopia. The course covers the relationship between disability, rehabilitation, and development. It discusses models of disability, the prevalence of disability, and how disability relates to poverty. The document examines cultural notions of disability, the disability rights movement, and rehabilitation as a human rights issue. It provides background on causes of disability and outlines objectives for students to understand key concepts.
This document discusses assistive technology (AT), including its definition, history, types of devices, funding sources, and appropriate use. AT is defined as any item or piece of equipment used to increase the functional abilities of individuals with disabilities. The document outlines the evolution of AT from informal use in schools in the 1970s to its formal definition and inclusion in laws like the Individuals with Disabilities Education Act. It provides examples of low- and high-tech AT devices and discusses the assistive technology continuum and funding responsibilities of school districts. Lastly, it addresses the role of ethics and how AT should be incorporated according to a student's IEP.
Il program director's training no multimediaJason Wheeler
Powerpoint slides from the disability inclusion training held in Springfield, IL on April 21, 2011.
It was great to work with all of you! If you have any questions, please email me at erin.gannon@umb.edu.
Best,
Erin
In the ever-evolving landscape of services for individuals with developmental disabilities, policy changes are instrumental in shaping the nature and scope of support provided by agencies such as the Developmental Disabilities Administration (DDA). In this blog post, we will delve into some of the recent policy changes that have been implemented, highlighting their implications and the potential impact on individuals with developmental disabilities.
Disability Support - NDIS Provider Melbourne.pdfcooperalex
We understand that each person's journey is different, and so are their support needs. Our disability support Melbourne services are customizable, allowing us to create personalized plans that align with your requirements and goals.
The Future of Ttechnology and Health BCS HIS Edinburgh University May 26th 2014Guy Dewsbury
The document discusses person-centred design of technologies to support older and disabled individuals. It notes the aging population and increasing disabilities create a need to enable independence through assistive technologies. However, current technologies often make assumptions that exclude non-standard users. The document advocates for a person-centred design approach embodied in tools like MDDS and DTA to assess individuals' needs and ensure technologies enable rather than contain people. Appropriately designed assistive technologies incorporating personalization could support health and independence if focused on the whole person.
How Inclusive Design and Programming Advances UHCSantita Ngo
With 15 percent of the world's population living with some form of disability, this Technical Learning Sessions discussed how MSH's Universal Health Coverage (UHC) priorities cannot be realized without inclusion and specifically how the LMG Project has engaged in this space. Topics explored: the need for inclusive development, how to consider inclusion throughout the project cycle, and practical resources to use in your current work, regardless of the health area or building block you focus on.
This document discusses including individuals with disabilities in service trips and volunteer opportunities. It provides resources for training on disability inclusion and lists topics like developing inclusive recruitment strategies and determining essential job functions. Tips are offered on providing reasonable accommodations and creating an accessible, universally designed volunteer experience for people of all abilities.
The proposed business will serve the community's needs by providing a notary, administrative assistance, and somebody to help fill out applications and read letters people don't understand. Operations will be run by qualified and experienced staff. The staff will be certified and have the necessary skills to provide the services that the community needs. Also, our presence will be an asset to the community because we will provide jobs to those who are unemployed. Services to be offered by the organization will include cars insurance, taxation and related operations, money transfers, and computer access. The proposed organization will be located in a convenient location that is easily accessible by the community members. We will also provide convenient working hours, so people do not need to miss work or school to care for their administrative needs. The proposed business will be able to provide the services the community demands because they require them.
Resources for Independence Central Valley (RICV) is a non-profit agency that has provided services to people with disabilities in central California since 1976, with the goal of promoting independent living. RICV provides various programs and services across 5 counties, including assistance with housing, transportation, employment, education, and more. At least 51% of RICV's employees and board of directors have disabilities themselves. While RICV aims to help as many eligible consumers as possible, it faces challenges including limited transportation in rural areas, low client funding, and budget cuts reducing available services.
Resources for Independence Central Valley (RICV) is a non-profit agency that has provided services to people with disabilities in central California since 1976, with the goal of promoting independent living. RICV provides various programs and services across 5 counties, including assistance with housing, transportation, employment, education, and more. At least 51% of RICV's employees and board of directors have disabilities themselves. While RICV aims to help as many eligible consumers as possible, it faces challenges including limited transportation in rural areas, low client funding, and budget cuts reducing available services.
The document provides an overview of a training on conceptualizing a helpdesk for older persons. It discusses assessing the current helpdesk system, providing an orientation on helpdesk concepts and implementation, the legal basis for helpdesks, roles and responsibilities, and referral pathways. Participants were divided into groups to develop their own helpdesk concept covering basic information, involved agencies, and tools/forms. The training aimed to help municipalities properly establish helpdesk systems to address older persons' issues and concerns.
This document provides an overview of Chapter 3 from an introductory textbook on supporting individuals with moderate and severe disabilities. It discusses both formal and natural support systems. Formal supports include government programs and legislation like Medicaid, IDEA, ADA, which provide health care, education, and anti-discrimination protections. Natural supports are informal networks of family, friends, neighbors, and communities that promote inclusion and participation. Successful community participation requires competence, access, and willingness of community members to support people with disabilities.
PowerPoint presentation for the Assistive Technology Seminar for Block II teacher candidates of Frostburg State University.
Prepared by Jenna Epstein
Edited by Minnie Ladores
References are provided on the last slide of the presentation
1) The document discusses rights and responsibilities for individuals with disabilities in higher education settings. It provides definitions of rights, responsibilities, and rules.
2) It summarizes a DDMI newsletter about an upcoming meeting on legal issues related to guardianship, educational rights, and supporting individuals with intellectual and developmental disabilities.
3) The last section discusses the role of care managers in helping families who have children with developmental disabilities access services and support through wraparound care management organizations. It outlines the goals and challenges of ensuring children's needs are met.
Chapter 4 ADVOCACY IN SOCIAL WORK Learning Objectives AWilheminaRossi174
Chapter 4: ADVOCACY IN SOCIAL WORK
Learning Objectives
After reading this chapter, you should be able to
1. Differentiate case advocacy and cause advocacy.
2. Summarize the ethical issues involved in advocacy.
3. Explain how advocacy is a signature aspect of social work practice.
4. Identify costs and benefits associated with advocacy.
5. Describe a cycle of advocacy.
6. List and describe four tenets of the dynamic advocacy model.
Nancy Advocates to Professionalize
Social Work in Her State
Nancy is a SSW-level social worker residing in a state that recognizes and provides licensure only
for MSW-level clinical social workers who have passed a national examination and completed at
least 2 years of supervised clinical experience. The license is what allows clinical social workers
to enter private practice with individuals and families, obtain reimbursement through insurance
companies and other third parties, and tap into public funding sources. In contrast, BSW and
nonclinical MSW social workers have been limited to obtaining state certifications in social work.
These certifications lack credibility with potential clients and funding sources.
In Nancy's state, human service organizations rarely require proof of certificat ion or of a
degree in social work for employment as a social worker in nonclinical settings. So by law,
just about anyone with at least a bachelor's degree can choose to be called a social worker.
People who have majored in psychology, sociology, criminal justice, history, and English routinely
obtain employment in human service and mental health agencies in her state. They often refer
to themselves as social workers, care managers, caseworkers, and intervention specialists. As
a result, the general public believes that the term social worker can be applied to nearly anyone
doing good for others.
Nancy worked hard for her BSW degree and wonders how nonprofessionals can effectively
do the work without the training she has received. It seems to her that the potential for doing
harm is high.
The important point here is that Nancy is thinking and acting as an advocate. To ensure that
clients receive quality services from competent social workers, Nancy works with her National
Association of Social Workers state chapter and local social work educators to promote
state legislation that will establish licensure and title protection for all social workers. As their
recommended changes in state laws are considered, social workers and some client groups
have also been talking with administrators of social work agencies about how important it is to
require that every "social worker" in a human service position have a social work degree and be
appropriately educated.
58 PART 1 Understanding Social Work
A Social workers can act as advocates for their clients by promoting legislation
that has a positive effect on the community.
T he element of social work that grea ...
After reviewing the policy brief by the Urban Institute on the pros .docxcoubroughcosta
After reviewing the policy brief by the Urban Institute on the pros and cons of a single-payer system, assess the challenges that would face the U.S. in implementing such a system. Examine the feasibility of a single-payer health care system becoming policy. Be sure to support your comments with reliable sources and do not hesitate to look at comparative examples from other countries.
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After reviewing the Psychosocial Care of the Elderly source found in.docxcoubroughcosta
After reviewing the Psychosocial Care of the Elderly source found in the Learning Materials in Module 3, discuss surprising facts about the psychosocial care of the aging. Did you originally consider any of these as myths, when in reality they are based on evidence? How can nurses influence attitudes among caregivers and the public about aging?
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How to fund assistive technology devices and serviceLarry Cobb
This document provides information on various sources of funding for assistive technology devices and services. It discusses organizations like RESNA and the Department of Veterans Affairs that provide assistance. Federal and state programs through the Department of Education and vocational rehabilitation services also offer funding. Advocacy groups at both the local and national level work to fund assistive technology. Grants are available through various government offices and agencies. Additional potential sources of funding include private organizations, corporations, manufacturers, worker's compensation, and loans.
The document provides information about an assistive technology course including announcements about assignments, opportunities for community service, and a thank you to students. It also summarizes assistive technology, rehabilitation services, the definition of assistive technology, and examples of assistive technology that could help someone without arms or legs gain independence.
This document discusses assistive technology and its uses for students with various disabilities or special needs. It defines assistive technology as mechanical aids that help individuals perform tasks if they have physical, mental, or cognitive impairments. The document provides strategies and examples of assistive technologies that can benefit students with cognitive difficulties, physical difficulties, sensory difficulties, or who are at-risk or gifted/talented. It argues that technology can help teachers meet diverse student needs and reduce achievement gaps.
The document discusses three key laws pertaining to people with disabilities: the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and the Individuals with Disabilities Education Act. It provides an overview of the purpose and scope of each law, as well as some amendments made to the IDEA over time. The document also discusses Philippines laws on disability rights like the Magna Carta for Disabled Persons, and covers concepts like qualified individuals with disabilities, special education philosophy and goals.
This document provides an overview of a course on community-based rehabilitation taught at Ambo University in Ethiopia. The course covers the relationship between disability, rehabilitation, and development. It discusses models of disability, the prevalence of disability, and how disability relates to poverty. The document examines cultural notions of disability, the disability rights movement, and rehabilitation as a human rights issue. It provides background on causes of disability and outlines objectives for students to understand key concepts.
This document discusses assistive technology (AT), including its definition, history, types of devices, funding sources, and appropriate use. AT is defined as any item or piece of equipment used to increase the functional abilities of individuals with disabilities. The document outlines the evolution of AT from informal use in schools in the 1970s to its formal definition and inclusion in laws like the Individuals with Disabilities Education Act. It provides examples of low- and high-tech AT devices and discusses the assistive technology continuum and funding responsibilities of school districts. Lastly, it addresses the role of ethics and how AT should be incorporated according to a student's IEP.
Il program director's training no multimediaJason Wheeler
Powerpoint slides from the disability inclusion training held in Springfield, IL on April 21, 2011.
It was great to work with all of you! If you have any questions, please email me at erin.gannon@umb.edu.
Best,
Erin
In the ever-evolving landscape of services for individuals with developmental disabilities, policy changes are instrumental in shaping the nature and scope of support provided by agencies such as the Developmental Disabilities Administration (DDA). In this blog post, we will delve into some of the recent policy changes that have been implemented, highlighting their implications and the potential impact on individuals with developmental disabilities.
Disability Support - NDIS Provider Melbourne.pdfcooperalex
We understand that each person's journey is different, and so are their support needs. Our disability support Melbourne services are customizable, allowing us to create personalized plans that align with your requirements and goals.
The Future of Ttechnology and Health BCS HIS Edinburgh University May 26th 2014Guy Dewsbury
The document discusses person-centred design of technologies to support older and disabled individuals. It notes the aging population and increasing disabilities create a need to enable independence through assistive technologies. However, current technologies often make assumptions that exclude non-standard users. The document advocates for a person-centred design approach embodied in tools like MDDS and DTA to assess individuals' needs and ensure technologies enable rather than contain people. Appropriately designed assistive technologies incorporating personalization could support health and independence if focused on the whole person.
How Inclusive Design and Programming Advances UHCSantita Ngo
With 15 percent of the world's population living with some form of disability, this Technical Learning Sessions discussed how MSH's Universal Health Coverage (UHC) priorities cannot be realized without inclusion and specifically how the LMG Project has engaged in this space. Topics explored: the need for inclusive development, how to consider inclusion throughout the project cycle, and practical resources to use in your current work, regardless of the health area or building block you focus on.
This document discusses including individuals with disabilities in service trips and volunteer opportunities. It provides resources for training on disability inclusion and lists topics like developing inclusive recruitment strategies and determining essential job functions. Tips are offered on providing reasonable accommodations and creating an accessible, universally designed volunteer experience for people of all abilities.
The proposed business will serve the community's needs by providing a notary, administrative assistance, and somebody to help fill out applications and read letters people don't understand. Operations will be run by qualified and experienced staff. The staff will be certified and have the necessary skills to provide the services that the community needs. Also, our presence will be an asset to the community because we will provide jobs to those who are unemployed. Services to be offered by the organization will include cars insurance, taxation and related operations, money transfers, and computer access. The proposed organization will be located in a convenient location that is easily accessible by the community members. We will also provide convenient working hours, so people do not need to miss work or school to care for their administrative needs. The proposed business will be able to provide the services the community demands because they require them.
Resources for Independence Central Valley (RICV) is a non-profit agency that has provided services to people with disabilities in central California since 1976, with the goal of promoting independent living. RICV provides various programs and services across 5 counties, including assistance with housing, transportation, employment, education, and more. At least 51% of RICV's employees and board of directors have disabilities themselves. While RICV aims to help as many eligible consumers as possible, it faces challenges including limited transportation in rural areas, low client funding, and budget cuts reducing available services.
Resources for Independence Central Valley (RICV) is a non-profit agency that has provided services to people with disabilities in central California since 1976, with the goal of promoting independent living. RICV provides various programs and services across 5 counties, including assistance with housing, transportation, employment, education, and more. At least 51% of RICV's employees and board of directors have disabilities themselves. While RICV aims to help as many eligible consumers as possible, it faces challenges including limited transportation in rural areas, low client funding, and budget cuts reducing available services.
The document provides an overview of a training on conceptualizing a helpdesk for older persons. It discusses assessing the current helpdesk system, providing an orientation on helpdesk concepts and implementation, the legal basis for helpdesks, roles and responsibilities, and referral pathways. Participants were divided into groups to develop their own helpdesk concept covering basic information, involved agencies, and tools/forms. The training aimed to help municipalities properly establish helpdesk systems to address older persons' issues and concerns.
This document provides an overview of Chapter 3 from an introductory textbook on supporting individuals with moderate and severe disabilities. It discusses both formal and natural support systems. Formal supports include government programs and legislation like Medicaid, IDEA, ADA, which provide health care, education, and anti-discrimination protections. Natural supports are informal networks of family, friends, neighbors, and communities that promote inclusion and participation. Successful community participation requires competence, access, and willingness of community members to support people with disabilities.
PowerPoint presentation for the Assistive Technology Seminar for Block II teacher candidates of Frostburg State University.
Prepared by Jenna Epstein
Edited by Minnie Ladores
References are provided on the last slide of the presentation
1) The document discusses rights and responsibilities for individuals with disabilities in higher education settings. It provides definitions of rights, responsibilities, and rules.
2) It summarizes a DDMI newsletter about an upcoming meeting on legal issues related to guardianship, educational rights, and supporting individuals with intellectual and developmental disabilities.
3) The last section discusses the role of care managers in helping families who have children with developmental disabilities access services and support through wraparound care management organizations. It outlines the goals and challenges of ensuring children's needs are met.
Chapter 4 ADVOCACY IN SOCIAL WORK Learning Objectives AWilheminaRossi174
Chapter 4: ADVOCACY IN SOCIAL WORK
Learning Objectives
After reading this chapter, you should be able to
1. Differentiate case advocacy and cause advocacy.
2. Summarize the ethical issues involved in advocacy.
3. Explain how advocacy is a signature aspect of social work practice.
4. Identify costs and benefits associated with advocacy.
5. Describe a cycle of advocacy.
6. List and describe four tenets of the dynamic advocacy model.
Nancy Advocates to Professionalize
Social Work in Her State
Nancy is a SSW-level social worker residing in a state that recognizes and provides licensure only
for MSW-level clinical social workers who have passed a national examination and completed at
least 2 years of supervised clinical experience. The license is what allows clinical social workers
to enter private practice with individuals and families, obtain reimbursement through insurance
companies and other third parties, and tap into public funding sources. In contrast, BSW and
nonclinical MSW social workers have been limited to obtaining state certifications in social work.
These certifications lack credibility with potential clients and funding sources.
In Nancy's state, human service organizations rarely require proof of certificat ion or of a
degree in social work for employment as a social worker in nonclinical settings. So by law,
just about anyone with at least a bachelor's degree can choose to be called a social worker.
People who have majored in psychology, sociology, criminal justice, history, and English routinely
obtain employment in human service and mental health agencies in her state. They often refer
to themselves as social workers, care managers, caseworkers, and intervention specialists. As
a result, the general public believes that the term social worker can be applied to nearly anyone
doing good for others.
Nancy worked hard for her BSW degree and wonders how nonprofessionals can effectively
do the work without the training she has received. It seems to her that the potential for doing
harm is high.
The important point here is that Nancy is thinking and acting as an advocate. To ensure that
clients receive quality services from competent social workers, Nancy works with her National
Association of Social Workers state chapter and local social work educators to promote
state legislation that will establish licensure and title protection for all social workers. As their
recommended changes in state laws are considered, social workers and some client groups
have also been talking with administrators of social work agencies about how important it is to
require that every "social worker" in a human service position have a social work degree and be
appropriately educated.
58 PART 1 Understanding Social Work
A Social workers can act as advocates for their clients by promoting legislation
that has a positive effect on the community.
T he element of social work that grea ...
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After reading the SENSE4US document provided, what are your thou.docxcoubroughcosta
After reading the SENSE4US document provided, what are your thoughts?
Please incorporate the answers to the following questions in your paper.
Is this a tool that would be difficult or easy to use? (SENSE4US)
What do the following terms mean within the context of policy modeling?
Simplicity
Generality
Validity
Formality
How are all these terms related?
Note:
The paper should be 1.5 to 2 pages (Main Body), please use APA formatting with In text citation.
.
After reading the section titled Dominant Microprocessor Company In.docxcoubroughcosta
After reading the section titled “Dominant Microprocessor Company Intel Adapts to Next Trend” (Chapter 11 pg. 384-385) and the article titled “2018-2019 Intel Corporate Responsibility Report: Creating Value through Transparency,” complete a list of reasons how a single firm like Intel comes to dominate some markets.
Submission Details:
Response should be no less than 250 words
Follow the APA style of writing with in-text citations and a reference list.
.
After reading the SENSE4US document provided, what are your thoughts.docxcoubroughcosta
After reading the SENSE4US document provided, what are your thoughts?
Please incorporate the answers to the following questions in your paper.
Is this a tool that would be difficult or easy to use? (SENSE4US)
What do the following terms mean within the context of policy modeling?
Simplicity
Generality
Validity
Formality
How are all these terms related?
Note:
The paper should be 2 pages (Main Body), please use APA formatting with In text citation.
.
After reading the RN Safe Staffing Act and the role of the ANA.docxcoubroughcosta
After reading the RN Safe Staffing Act and the role of the ANA, reflect on and discuss the following:
1; Do you think that the Act is reasonable or unreasonable? Why or why not?
2. Do you believe that this will increase the financial burden that many hospitals are already experiencing? Why or why not?
~ 2 paragraphs of APA format with citations as applicable.
.
After reading the reference documents attached, Discuss what p.docxcoubroughcosta
This document discusses power and leadership in organizations and how it relates to bullying and impacts productivity. It also discusses organizational culture and how culture impacts work productivity and the success of implementing innovations. Additionally, it questions how culture impacts leadership and if culture can constrain leadership.
After reading the required articles this week .please write a resear.docxcoubroughcosta
After reading the required articles this week .please write a research paper that answers the following questions:
What are mobile forensics and do you believe that they are different from computer forensics?
What is the percentage of attacks on networks that come from mobile devices?
What are challenges to mobile forensics?
What are some mobile forensic tools?
Should the analysis be different on iOS vs Android?
Be approximately four in length, not including the required cover page and reference page.
Follow APA7 guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion.
Be clearly and well-written, concise, and logical, using excellent grammar and style techniques. You are being graded in part on the quality of your writing.
intext citations,references,proper citations
.
After reading the information about James Bain and Craig Richard Col.docxcoubroughcosta
After reading the information about James Bain and Craig Richard Coley, give your opinions ( pro and cons) about DNA exonerations.
The role innocence project played in the release of both men
Should the state financially compensate those wrongfully convicted, and if so, how much?
What should be done to those who falsely accuse the innocent, including the police (who collect and process the evidence, and bring recommened charges to the district Attorney)
.
AFTER READING THE BECOMING MODERN ESSAY, ANSWER THE FOLLOWING.docxcoubroughcosta
AFTER READING THE BECOMING MODERN ESSAY, ANSWER THE FOLLOWING:
1. What are the dates associated with the term Modernism, which are identified in the essay?
2. Identify and list some important cultural changes to learn from the
Becoming Modern
reading.
3. Select one of the works of art or artists from the Becoming Modern p.3 materials. Describe it as Impressionism, Post-Impressionism, Expressionism, Dada, or Surrealism. Include a description of the style of
ism
which you have selected, and how does the work you have selected exemplify the style.
ESSAY
People use the term “modern” in a variety of ways, often very loosely, with a lot of implied associations of new, contemporary, up-to-date, and technological. We know the difference between a modern society and one that remains tied to the past and it usually has less to do with art and more to do with technology and industrial progress, things like indoor plumbing, easy access to consumer goods, freedom of expression, and voting rights. In the 19th century, however, modernity and its connection with art had certain specific associations that people began recognizing and using as barometers to distinguish themselves and their culture from earlier nineteenth century ways and attitudes.
Chronologically, Modernism refers to the period from 1850 to 1960. It begins with the Realist movement and ends with Abstract Expressionism. That’s just a little over one hundred years. During that period the western world experienced some significant changes that transformed Europe and the United States from traditional societies that were agriculturally based into modern ones with cities and factories and mass transportation.
Here are some important features that all modern societies share.
Capitalism
Capitalism replaced landed fortunes and became the economic system of modernity in which people exchanged labor for a fixed wage and used their wages to buy ever more consumer items rather than produce such items themselves. This economic change dramatically affected class relations because it offered opportunities for great wealth through individual initiative, industrialization and technology—somewhat like the technological and dot.com explosion of the late 20th and early 21st century. The industrial revolution which began in England in the late 18th century and rapidly swept across Europe (hit the U.S. immediately following the Civil War) transformed economic and social relationships, offered an ever increasing number of cheaper consumer goods, and changed notions of education. Who needed the classics when a commercial/technically oriented education was the key to financial success? The industrial revolution also fostered a sense of competition and progress that continues to influence us today.
Urban culture
Urban culture replaced agrarian culture as industrialization and cities grew. Cities were the sites of new wealth and opportunity with their factories and manufacturing potential..
After reading the case study prepare Assignment One - Collecting I.docxcoubroughcosta
After reading the case study prepare Assignment One - Collecting Information as described in the case study (page 18).
ASSIGNMENT ONE – COLLECTING INFORMATION
Organizational Design consulting survey
Use this form when collecting information about your client organization (AMAZON). Use those questions that seem most relevant. You will probably be unable to answer some of the questions.
Using the questions below, obtain information on Amazon. In a word document, essay for using the questions as headings. APA format.
Paper should have a cover, abstract, and references, in-text as well. Make sure all sources are clearly referenced.
Organizational Purpose
What is the mission of this organization?
What are the main goals?
What organizational cultural beliefs support the mission and goals?
How does the organization measure its success?
Organizational Passage
Describe the historical development of this organization.
How does this organization respond to risk?
Describe the balance between short-term and long-term focus for this organization.
Describe how this organization approaches its external environment. How aware is this organization of its external environment?
How much emphasis does this organization put on results, both short and long term?
Internal Environment
How well does this organization coordinate across functions?
How is information shared across functions?
What are the core processes and products provided by this organization?
What unique processes and products does the organization produce well?
Are there processes and products that prevent this organization from optimal performance? If so, how?
External Environment
Describe the clients of this organization. Are there potential future clients that are desirable for this organization? What suppliers does this organization depend on to meet its mission and goals? n
Describe the competitors of this organization. What are some industry trends?
Is there any regulation anticipated that will affect this organization and its industry? Please explain.
Is there any new technology anticipated that will affect this organization and its industry? Please explain.
Structural Dimensions
What activities at this organization are performed by specialists?
How specific are procedures at this organization?
Does this organization use detailed work processes?
How important are items such as employee handbooks, organizational charts and job descriptions to this organization? What levels of leadership have decision-making authority at this organization?
Is this organization focused on employee empowerment?
What is the span of control at the highest level of the organization (i.e., CEO level)?
What is the span of control for first-line supervisors at this organization?
Contextual Factors
Describe any major changes that have occurred in the history of this organization. Explain the ownership structure of this organization.
How many employees work at this organization?
What financial information .
After reading the assigned resources about leadership types and .docxcoubroughcosta
After reading the assigned resources about leadership types and skills, as well as information about attending to tasks and relationships, you may be starting to develop ideas about how an administrator’s leadership style and philosophy can either facilitate or limit social change efforts. The way in which social work administrators interact with diverse stakeholders such as clients, staff, board members, and community members, contributes to a model of service delivery that emphasizes quality and effectiveness.
Post(2 to 3 pages)
how a social work administrator’s personal leadership philosophy and style may influence a human services organization’s culture. Also, explain how the organization’s culture might influence a social work administrator’s personal leadership style. Finally, explain how interactions with stakeholders may ultimately impact the organization’s treatment of clients. Be sure to provide specific examples in your explanations.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
Required Readings
Northouse, P. G. (2021).
Introduction to leadership: Concepts and practice
(5th ed.). Washington, DC: Sage.
Chapter 6, “Engaging Strengths” (pp. 127-158)
Chapter 3, “Understanding Leadership and Styles” (pp. 57–77)
Chapter 4, “Attending to Tasks and Relationships” (pp. 79-99)
.
After reading the assigned readings and The Loving Family Case .docxcoubroughcosta
After reading the assigned readings and “The Loving Family Case Study,” address the following in an essay (1,000 to 1,500 words). Cite four to six scholarly sources to defend your answers:
Describe how the primary group shaped the social nature of the Lovings. Explain how the Loving couple’s primary group influenced their lives. How did this group influence the couple’s behavior?
Explain how the secondary groups influenced the Loving couple and their behavior.
What were some of the social and behavioral expectations in the rural South during the 1950s and 1960s regarding marriage and racial interactions? How did these expectations influence the Lovings?
Describe the formal organizations and bureaucracies involved in the Loving’s case. Explain how formal organizations and bureaucracies affected the Lovings.
Finally, explain how the acceptance of the Lovings by their families influenced their decision to endure persecution and prosecution by society.
Please see case study below:
.
After reading the article by Leo, describe the difference between th.docxcoubroughcosta
After reading the article by Leo, describe the difference between the terms, distortion and dissimilarity? Should the two terms be used interchangeably? Why or why not? Your response should be written in your own words.
Can a fingerprint specialist determine the age of a fingerprint? Why or why not?
Describe and discuss Single Fingerprint Systems. Why were these systems developed and what limitations do they address in the identification of criminals?
.
After reading Rebore (2015), Chapter 9, discuss collective bargainin.docxcoubroughcosta
After reading Rebore (2015), Chapter 9, discuss collective bargaining and contract negotiations.
Use APA formatting and cite resources.
1. Discuss the role of labor unions in your school district.
2. Do you feel that public school employees have the right to strike?
3. Why or why not?
Evaluating teacher evaluationDarling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. (2012). Evaluating teacher evaluation. Phi Delta Kappan, 93(6), 8-15. http://dx.doi.org/10.1177/003172171209300603
.
After reading Horace Miner’s Body Ritual Among the Nacirema,” r.docxcoubroughcosta
After reading Horace Miner’s
“Body Ritual Among the Nacirema,”
reflect upon the elements of both material and nonmaterial culture present in his study. Focus on a single body issue that was presented and describe it. What are your thoughts about this cultural component within this context? Can you draw any parallels to our own culture? (Hint: It’s more enjoyable if you do not Google this).
.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
1. 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
2. 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.
*
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/
3. 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.
*
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.
*
4. 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
5. 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
6. 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.
*
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
7. 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
8. 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
*
…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.
*
9. …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
*
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
10. 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.
*
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
11. 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
12. 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
13. 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.
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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.
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14. 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.
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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
15. 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.
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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
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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,
16. 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.
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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
17. 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.
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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!
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Sebastian
Sebastian is a young man on the autism spectrum. I wanted to
include him, as we sometimes only think of individuals with
18. 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.
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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.
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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
19. 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.
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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.
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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:
20. 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.
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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