The document discusses assistive technology (AT) and how it can support independence for neurodiverse individuals. It focuses on matching the right AT device to how a person processes information rather than their specific needs. Example scenarios describe how AT can help with memory, attention, orientation, safety, and symptom management. Integrating multiple AT supports into a coordinated system tailored to the individual is emphasized.
This document summarizes a study on the assistive technology (AT) industry in Europe, specifically for information and communication technology (ICT) products and services. The study found that the AT ICT industry is fragmented across Europe due to different national systems and policies. This makes the market smaller for companies. It recommends establishing a new industry organization to represent AT ICT interests at the European level and help network stakeholders. The organization would focus on networking, knowledge exchange, and policy lobbying to help strengthen the European AT ICT industry.
Military Caregiving: Assistive Technology Devicesmilfamln
WHAT YOU NEED TO KNOW ABOUT ASSISTIVE TECHNOLOGY BUT DIDN'T KNOW WHO TO ASK
From wheelchairs to hearing aids, memory supports to speech devices, assistive technology (AT) solutions have long been a staple for supporting the functioning of individuals with disabilities, especially wounded service members. However, there can be barriers to successful implementation of an assistive technology solution. Research has shown that the most important way to reduce this non-use or abandonment rate is to know how to find the available AT resources, involve the service member in selecting the AT, and to use a systematic process for assessing both the warrior’s needs and preferences. The most effective support may be personal assistance, strategies, or technologies—most commonly, a combination of these.
This webinar will present ways to be informed of the variety of available AT and the use of a systematic process to match the service member with the most appropriate solution for his or her enhanced functioning and well-being.
Join via https://learn.extension.org/events/1297
This presentation discusses assistive technology (AT) in the classroom. It defines AT as any item or equipment that helps individuals with disabilities increase their functional abilities. The presentation explains that AT is legally mandated and helps students comprehend materials. Examples of instructional AT tools discussed include overhead projectors, audiotape players, multimedia software, and computer hardware/software. The presentation stresses the importance of selecting AT based on each student's individual needs as outlined in their IEP. Examples of low, mid, and high tech AT are provided. Resources for educators on AT examples, information, and products are also shared.
Assistive technology principles and practicehaiglerc
The document discusses assistive technology (AT), defining it as any item, equipment, or product system that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities. It outlines different types of AT including aids for daily living, augmentative communication devices, computer applications, environmental controls, and mobility aids. The document also distinguishes between low-tech, mid-tech, and high-tech AT based on complexity, cost, and power needs and notes the range of options available to meet the needs of the user. Key learning objectives are defined relating to understanding what AT is, the theories behind it, and examples of specific AT tools.
PRESENTER: Margaret Cisco
This webinar exlpores how low-to-high tech AT tools can support a person living at home and getting out into the community. The webinar will explore AT tools that will enable someone to complete household tasks and typical home activities, AT tools that will support community participation, and AT tools that will support involvement in recreational activities.
This document discusses assistive technology (AT) for boomers and seniors to help maintain their lifestyles as they age. It defines AT as tools that help people with disabilities perform tasks. It recommends considering AT for vision, hearing, memory, communication, recreation and mobility. Some example AT devices mentioned include magnifiers and screen readers for vision, hearing aids and alert systems for hearing, and walkers or wheelchairs for mobility. Resources mentioned that provide AT information include demonstration centers, the Alaska Trading Post website, and independent living centers.
We all want to be able to participate in life and do the same things we always did. When our eyes begin to fail we get glasses
When our ears fail we get a hearing aid.
Using Assistive Technology is a natural part of the aging process.
This document discusses assistive technologies that can enhance the educational experience of students with disabilities. It defines assistive technology as any item or equipment that helps increase the functional abilities of individuals with disabilities. A six-step process is outlined for identifying the best assistive technologies for each student's needs through collaboration between educators and families. Examples are given of low-tech, high-tech, and no-tech assistive technologies and how they can support students with various disabilities or learning challenges. Potential downsides to using assistive technologies in classrooms are also addressed.
This document summarizes a study on the assistive technology (AT) industry in Europe, specifically for information and communication technology (ICT) products and services. The study found that the AT ICT industry is fragmented across Europe due to different national systems and policies. This makes the market smaller for companies. It recommends establishing a new industry organization to represent AT ICT interests at the European level and help network stakeholders. The organization would focus on networking, knowledge exchange, and policy lobbying to help strengthen the European AT ICT industry.
Military Caregiving: Assistive Technology Devicesmilfamln
WHAT YOU NEED TO KNOW ABOUT ASSISTIVE TECHNOLOGY BUT DIDN'T KNOW WHO TO ASK
From wheelchairs to hearing aids, memory supports to speech devices, assistive technology (AT) solutions have long been a staple for supporting the functioning of individuals with disabilities, especially wounded service members. However, there can be barriers to successful implementation of an assistive technology solution. Research has shown that the most important way to reduce this non-use or abandonment rate is to know how to find the available AT resources, involve the service member in selecting the AT, and to use a systematic process for assessing both the warrior’s needs and preferences. The most effective support may be personal assistance, strategies, or technologies—most commonly, a combination of these.
This webinar will present ways to be informed of the variety of available AT and the use of a systematic process to match the service member with the most appropriate solution for his or her enhanced functioning and well-being.
Join via https://learn.extension.org/events/1297
This presentation discusses assistive technology (AT) in the classroom. It defines AT as any item or equipment that helps individuals with disabilities increase their functional abilities. The presentation explains that AT is legally mandated and helps students comprehend materials. Examples of instructional AT tools discussed include overhead projectors, audiotape players, multimedia software, and computer hardware/software. The presentation stresses the importance of selecting AT based on each student's individual needs as outlined in their IEP. Examples of low, mid, and high tech AT are provided. Resources for educators on AT examples, information, and products are also shared.
Assistive technology principles and practicehaiglerc
The document discusses assistive technology (AT), defining it as any item, equipment, or product system that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities. It outlines different types of AT including aids for daily living, augmentative communication devices, computer applications, environmental controls, and mobility aids. The document also distinguishes between low-tech, mid-tech, and high-tech AT based on complexity, cost, and power needs and notes the range of options available to meet the needs of the user. Key learning objectives are defined relating to understanding what AT is, the theories behind it, and examples of specific AT tools.
PRESENTER: Margaret Cisco
This webinar exlpores how low-to-high tech AT tools can support a person living at home and getting out into the community. The webinar will explore AT tools that will enable someone to complete household tasks and typical home activities, AT tools that will support community participation, and AT tools that will support involvement in recreational activities.
This document discusses assistive technology (AT) for boomers and seniors to help maintain their lifestyles as they age. It defines AT as tools that help people with disabilities perform tasks. It recommends considering AT for vision, hearing, memory, communication, recreation and mobility. Some example AT devices mentioned include magnifiers and screen readers for vision, hearing aids and alert systems for hearing, and walkers or wheelchairs for mobility. Resources mentioned that provide AT information include demonstration centers, the Alaska Trading Post website, and independent living centers.
We all want to be able to participate in life and do the same things we always did. When our eyes begin to fail we get glasses
When our ears fail we get a hearing aid.
Using Assistive Technology is a natural part of the aging process.
This document discusses assistive technologies that can enhance the educational experience of students with disabilities. It defines assistive technology as any item or equipment that helps increase the functional abilities of individuals with disabilities. A six-step process is outlined for identifying the best assistive technologies for each student's needs through collaboration between educators and families. Examples are given of low-tech, high-tech, and no-tech assistive technologies and how they can support students with various disabilities or learning challenges. Potential downsides to using assistive technologies in classrooms are also addressed.
PRESENTER: Margaret Cisco
This webinar will review causes of memory loss and discuss different kinds of memory. It will describe how a functioning memory enables people to accomplish daily life tasks. The webinar defines AT with respect to how improved memory relates to life functions such as communication, safety, making choices about life, and doing what person was once able to do. Pictures of low and high tech AT tools available for memory support across areas function in the home, in the community, at school, and in employment situations will be shown. This webinar is not targeted to a specific type of memory loss or target disability area. Information presented will include tools that will be useful for people of all ages who may be struggling with memory loss that affects their function in life activities.
The document discusses assistive technology (AT), which is defined by IDEA as any item or equipment that helps individuals with disabilities function better. AT can include devices for mobility, communication, visual impairment, and more. Schools must consider AT accommodations annually in students' IEPs. Choosing effective AT involves understanding a student's needs and abilities and trialing options. AT ranges from no-tech solutions to complex computer devices. Attention and learning disabilities may require AT support strategies.
This document provides information about assistive technology options for students with various disabilities. It defines assistive technology as devices that promote independence for people with disabilities. It categorizes technologies as low-tech (simple visual aids), mid-tech (battery-operated devices), or high-tech (complex electronic devices). Guidelines are provided for evaluating students' needs and selecting, training on, and implementing assistive technologies. Examples of technologies for specific disabilities like autism, learning disabilities, hearing/visual impairments are also listed along with resources for finding more information.
As part of Disability Awareness Month in March, this assistive technologies program was presented to staff and patrons of the Monroe County Public Library.
This document discusses various assistive technologies that can help individuals with disabilities. It defines assistive technology as any item or equipment that helps improve the functional abilities of people with disabilities. The Assistive Technology Act provides states with funding to improve access to assistive devices and services. Examples of assistive technologies discussed include audio loops to help those with hearing loss, recorded books for the blind, study tools for learning disabilities, and pointing devices for physical disabilities. The document concludes with references on various assistive technologies.
This document provides an overview of assistive technology (AT) and the HOPE AT process used by an early intervention program. It discusses that AT can help people of all abilities function, includes examples of low- and high-tech AT tools, and explains the benefits of AT for helping children learn and develop skills. The HOPE AT process uses a multidisciplinary team approach centered around the child and family to evaluate AT needs and identify appropriate solutions.
This document provides an overview of assistive technology (AT) and the HOPE AT process used by an early intervention program. It discusses that AT can help people of all abilities function, includes examples of low- and high-tech AT tools, and explains the benefits of AT for helping children learn and develop skills. The HOPE AT process uses a multidisciplinary team approach centered around the child and family to evaluate AT needs and identify appropriate solutions.
CP-Care curriculum, training course and assessment mechanism (ECVET based)
Website: http://cpcare.eu/en/
This project (CP-CARE - 2016-1-TR01-KA202-035094) has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The document discusses assistive technology, what it is, why it is necessary, and common types. It defines assistive technology as any item or equipment that helps individuals with disabilities increase, maintain, or improve their functional abilities. Assistive technology is needed as a bridge between what abilities people have and what they want to do but can't due to disabilities. The document also discusses universal design and lists common types of assistive technology, including for communication, computer access, education, mobility, and recreation.
This document discusses assistive technologies (AT) that can help promote autonomy for students with disabilities. It defines autonomy as the ability to plan one's own life and participate in society. AT is described as a tool that can help build relationships and freedom. The document then provides classifications of different types of AT, including for personal medical care, mobility, communication, and recreation. It explains that professionals assess students to identify their needs and recommend appropriate AT. Key factors in choosing AT include effectiveness, affordability, ease of use, and dependability. The document concludes by listing examples of AT that can meet the educational needs of students with physical, visual, and hearing impairments.
Securing people that don't look like you, yetLaura Bell
Developing a diagnostic framework to measure digital independence with an aim of providing integrated digital security assistance as part of community support and product design.
The document discusses resources and instructional practices for meeting students' individual needs, including those with disabilities. It describes Individualized Education Plans (IEPs) which address student needs and goals. It also discusses assistive technologies (AT) like alternative keyboards, screen readers, and speech recognition programs that can help students with disabilities function better. Collaboration between educators is important to determine the best AT and approaches for each student's needs.
The document provides an overview of assistive technology and the Technology Access Program in Tennessee, describing what assistive technology is, examples of devices in different categories like computer access, communication aids, and mobility devices, and the programs offered through the Technology Access Centers across the state to support individuals with disabilities.
This document discusses assistive technology for students with special needs. It defines assistive technology as tools that help students with disabilities participate in activities independently. The document outlines different types of assistive technology for learning disabilities, auditory impairments, ADHD, and to aid with organization, note-taking, and academics. It provides examples such as noise-cancelling headphones, alarms, graphic organizers, speech-to-text software, and adaptive devices. The presentation recommends assessing students' strengths, needs, and environments to identify appropriate assistive technology solutions on an individual basis through trial and feedback.
Assistive technology refers to devices that help individuals with disabilities maintain or improve their functional abilities. There are several laws governing assistive technology, including the Rehabilitation Act of 1973 and the Assistive Technology Act of 1998 and 2004. Assistive technology can help with communication, computer access, daily living, mobility, recreation, and vision/reading for people with disabilities. The SETT process is used to determine what assistive technology is appropriate for a student based on their needs, abilities, and environment.
Here are the key points I would make in my response to ASDA about improving internal communications channels during their merger with Walmart:
- Establish multiple channels for two-way communication. Provide opportunities for employees to ask questions and give feedback through town halls, surveys, an internal social network, etc.
- Communicate frequently and consistently. Share updates on a regular schedule via email, intranet, posters, etc. to reduce uncertainty. Be transparent about both successes and challenges.
- Tailor communications to different audiences. Messages for store-level employees may differ from those for corporate staff. Consider regional or department-specific updates.
- Use a variety of media. Mix written updates with video messages from leadership.
Norm DeLisle discusses how organizations can lose focus on their core mission (Mission 1) over time as they devote more resources to sustaining operations and bureaucracy (Mission 2). This tension between Mission 1 and Mission 2 is what causes organizations to age. Some strategies discussed to help organizations stay focused on their Mission 1 include creating separate mission statements for Mission 1 and Mission 2, having board and staff directly engage in Mission 1 activities, and finding ways for all staff to understand Mission 1 beyond abstract terms. Without consciously addressing this tension, organizations risk drifting away from their original purpose over time.
This document discusses tools for executing strategy in social change work. It begins by explaining that while change efforts have become more professional through improved tactics and operational planning, this has sometimes reduced their potential scope and impact. It argues for building a strategy to provide context for operational plans and tactics.
The rest of the document provides an overview of potential strategy implementation tools and concepts. It discusses managing conflicts between different stakeholders. It also discusses the differences between top-down and bottom-up strategies, and between offensive strategies focused on innovation versus defensive strategies focused on constraint or resistance to change. The document uses examples from education advocacy to illustrate how targets of change efforts typically adapt over time to constrain change without altering their core functions.
More Related Content
Similar to Assistive Technology and Neurodiversity
PRESENTER: Margaret Cisco
This webinar will review causes of memory loss and discuss different kinds of memory. It will describe how a functioning memory enables people to accomplish daily life tasks. The webinar defines AT with respect to how improved memory relates to life functions such as communication, safety, making choices about life, and doing what person was once able to do. Pictures of low and high tech AT tools available for memory support across areas function in the home, in the community, at school, and in employment situations will be shown. This webinar is not targeted to a specific type of memory loss or target disability area. Information presented will include tools that will be useful for people of all ages who may be struggling with memory loss that affects their function in life activities.
The document discusses assistive technology (AT), which is defined by IDEA as any item or equipment that helps individuals with disabilities function better. AT can include devices for mobility, communication, visual impairment, and more. Schools must consider AT accommodations annually in students' IEPs. Choosing effective AT involves understanding a student's needs and abilities and trialing options. AT ranges from no-tech solutions to complex computer devices. Attention and learning disabilities may require AT support strategies.
This document provides information about assistive technology options for students with various disabilities. It defines assistive technology as devices that promote independence for people with disabilities. It categorizes technologies as low-tech (simple visual aids), mid-tech (battery-operated devices), or high-tech (complex electronic devices). Guidelines are provided for evaluating students' needs and selecting, training on, and implementing assistive technologies. Examples of technologies for specific disabilities like autism, learning disabilities, hearing/visual impairments are also listed along with resources for finding more information.
As part of Disability Awareness Month in March, this assistive technologies program was presented to staff and patrons of the Monroe County Public Library.
This document discusses various assistive technologies that can help individuals with disabilities. It defines assistive technology as any item or equipment that helps improve the functional abilities of people with disabilities. The Assistive Technology Act provides states with funding to improve access to assistive devices and services. Examples of assistive technologies discussed include audio loops to help those with hearing loss, recorded books for the blind, study tools for learning disabilities, and pointing devices for physical disabilities. The document concludes with references on various assistive technologies.
This document provides an overview of assistive technology (AT) and the HOPE AT process used by an early intervention program. It discusses that AT can help people of all abilities function, includes examples of low- and high-tech AT tools, and explains the benefits of AT for helping children learn and develop skills. The HOPE AT process uses a multidisciplinary team approach centered around the child and family to evaluate AT needs and identify appropriate solutions.
This document provides an overview of assistive technology (AT) and the HOPE AT process used by an early intervention program. It discusses that AT can help people of all abilities function, includes examples of low- and high-tech AT tools, and explains the benefits of AT for helping children learn and develop skills. The HOPE AT process uses a multidisciplinary team approach centered around the child and family to evaluate AT needs and identify appropriate solutions.
CP-Care curriculum, training course and assessment mechanism (ECVET based)
Website: http://cpcare.eu/en/
This project (CP-CARE - 2016-1-TR01-KA202-035094) has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The document discusses assistive technology, what it is, why it is necessary, and common types. It defines assistive technology as any item or equipment that helps individuals with disabilities increase, maintain, or improve their functional abilities. Assistive technology is needed as a bridge between what abilities people have and what they want to do but can't due to disabilities. The document also discusses universal design and lists common types of assistive technology, including for communication, computer access, education, mobility, and recreation.
This document discusses assistive technologies (AT) that can help promote autonomy for students with disabilities. It defines autonomy as the ability to plan one's own life and participate in society. AT is described as a tool that can help build relationships and freedom. The document then provides classifications of different types of AT, including for personal medical care, mobility, communication, and recreation. It explains that professionals assess students to identify their needs and recommend appropriate AT. Key factors in choosing AT include effectiveness, affordability, ease of use, and dependability. The document concludes by listing examples of AT that can meet the educational needs of students with physical, visual, and hearing impairments.
Securing people that don't look like you, yetLaura Bell
Developing a diagnostic framework to measure digital independence with an aim of providing integrated digital security assistance as part of community support and product design.
The document discusses resources and instructional practices for meeting students' individual needs, including those with disabilities. It describes Individualized Education Plans (IEPs) which address student needs and goals. It also discusses assistive technologies (AT) like alternative keyboards, screen readers, and speech recognition programs that can help students with disabilities function better. Collaboration between educators is important to determine the best AT and approaches for each student's needs.
The document provides an overview of assistive technology and the Technology Access Program in Tennessee, describing what assistive technology is, examples of devices in different categories like computer access, communication aids, and mobility devices, and the programs offered through the Technology Access Centers across the state to support individuals with disabilities.
This document discusses assistive technology for students with special needs. It defines assistive technology as tools that help students with disabilities participate in activities independently. The document outlines different types of assistive technology for learning disabilities, auditory impairments, ADHD, and to aid with organization, note-taking, and academics. It provides examples such as noise-cancelling headphones, alarms, graphic organizers, speech-to-text software, and adaptive devices. The presentation recommends assessing students' strengths, needs, and environments to identify appropriate assistive technology solutions on an individual basis through trial and feedback.
Assistive technology refers to devices that help individuals with disabilities maintain or improve their functional abilities. There are several laws governing assistive technology, including the Rehabilitation Act of 1973 and the Assistive Technology Act of 1998 and 2004. Assistive technology can help with communication, computer access, daily living, mobility, recreation, and vision/reading for people with disabilities. The SETT process is used to determine what assistive technology is appropriate for a student based on their needs, abilities, and environment.
Here are the key points I would make in my response to ASDA about improving internal communications channels during their merger with Walmart:
- Establish multiple channels for two-way communication. Provide opportunities for employees to ask questions and give feedback through town halls, surveys, an internal social network, etc.
- Communicate frequently and consistently. Share updates on a regular schedule via email, intranet, posters, etc. to reduce uncertainty. Be transparent about both successes and challenges.
- Tailor communications to different audiences. Messages for store-level employees may differ from those for corporate staff. Consider regional or department-specific updates.
- Use a variety of media. Mix written updates with video messages from leadership.
Similar to Assistive Technology and Neurodiversity (20)
Norm DeLisle discusses how organizations can lose focus on their core mission (Mission 1) over time as they devote more resources to sustaining operations and bureaucracy (Mission 2). This tension between Mission 1 and Mission 2 is what causes organizations to age. Some strategies discussed to help organizations stay focused on their Mission 1 include creating separate mission statements for Mission 1 and Mission 2, having board and staff directly engage in Mission 1 activities, and finding ways for all staff to understand Mission 1 beyond abstract terms. Without consciously addressing this tension, organizations risk drifting away from their original purpose over time.
This document discusses tools for executing strategy in social change work. It begins by explaining that while change efforts have become more professional through improved tactics and operational planning, this has sometimes reduced their potential scope and impact. It argues for building a strategy to provide context for operational plans and tactics.
The rest of the document provides an overview of potential strategy implementation tools and concepts. It discusses managing conflicts between different stakeholders. It also discusses the differences between top-down and bottom-up strategies, and between offensive strategies focused on innovation versus defensive strategies focused on constraint or resistance to change. The document uses examples from education advocacy to illustrate how targets of change efforts typically adapt over time to constrain change without altering their core functions.
This document discusses frameworks for developing effective change strategies. It explains that viewing target systems as open rather than closed is important, as open systems are influenced by their environment. Anticipation is preferable to prediction when planning for open systems, as the future is uncertain. Grand strategy involves implicit values that sometimes contradict, requiring struggle. Effective change involves iterating - taking actions, learning from outcomes, and adapting plans accordingly. The document emphasizes that clear plans are not always possible for complex systems, and change involves ongoing sense-making and wayfinding as the path to change is discovered through action.
The document discusses strategies for social justice organizations facing resource constraints. It provides examples of 3 real world strategies: the Allied strategy of unconditional surrender in WWII, the US strategy for special education law, and an organization's strategy change. When facing limits, organizations typically respond by: keeping current practice and struggling to maintain it; modifying the current model by constraining responses; or adopting a new way of doing business, like community organizing. The choice of strategy has long-term consequences that shape how the organization's mission is implemented over time.
- The speaker discusses their experience with PTSD stemming from their service in Vietnam. PTSD is caused by a violation of personal reality from a traumatic experience like combat, natural disasters, or abuse.
- The speaker describes their service in Vietnam from 1967-1969, where they experienced traumatic events like rocket attacks and ambushes. After returning home, they struggled with symptoms of depression, anxiety, anger, and rumination.
- PTSD affects everyone differently and there are three "worlds of meaning" - spectacle, horror, and shame - that shape one's trauma response. Managing PTSD is an ongoing process of learning to control symptoms through personal recovery and disability pride.
Norm DeLisle is the Executive Director of Michigan Disability Rights Coalition. Their mission is to transform communities with liberty and access for all with a feisty and non-compliant attitude. DeLisle discusses how organizations can lose focus on their core mission over time as they deal with the demands of sustaining the organization. He refers to an organization's core purpose as "Mission One" and the tasks required to sustain the organization as "Mission Two." Over time, the tension between Mission One and Mission Two can cause "Mission Creep" where an organization drifts away from its original purpose and focuses more on sustaining itself. DeLisle provides strategies for organizations to maintain their focus on Mission One such
The document discusses frameworks for intentionally changing systems. It argues that systems are complex and persistent, like addictions, so changing them requires more than just a desire for change. It also notes that people operate within many systems and cannot be fully objective about changing the systems they are a part of. Some key frameworks discussed include shaking loose components of loosely coupled systems, using storytelling to achieve communicative resonance, and taking an observe-orient-decide-act approach to change. The document advocates developing a broad and deep understanding of systems and human psychology to better implement strategic and collaborative change efforts.
The document discusses the history and development of the internet over the past 50 years, from its origins as a US military program called ARPANET to the commercialization of the world wide web in the 1990s. It grew exponentially from the 1980s onward as universities and research institutions established connections to share information and resources, leading to its opening for commercial and public use by the early 1990s.
This document discusses assistive technology and how it can help those who are neurodiverse. It defines assistive technology as any item or equipment that helps improve functional capabilities for those with disabilities. For those who are neurodiverse, carefully matching assistive technologies to individual needs and goals based on their understanding of themselves is important. The document provides examples of conditions that may cause neurodiversity, such as learning disabilities, dementia, substance abuse, mental illness, and brain injuries, and how assistive technologies can help address information processing issues that may arise from these conditions.
This document summarizes the rights of tools peer support specialists working in the community mental health system. It defines key terms like rights and representation. It also outlines potential tools like the ADA, PWDCRA, and Elliot-Larsen Act that protect against discrimination in the workplace. The document provides information on requesting accommodations, defining disability, and filing complaints regarding discrimination.
This document discusses the use of social networking for advocacy and recovery. It provides examples of popular social networking applications and websites across several categories, including relationship sites, blogs, microblogs, community/rating sites, and aggregators. The document also outlines how social networking can be used as a tool for advocacy, such as finding help, building energy, and mobilizing momentum. Additionally, it discusses how social networking provides support and opportunities for recovery, including becoming part of online communities and finding jobs. Resources on using social networking for nonprofits are also included.
This document discusses how social networking can help people with disabilities overcome barriers to participation. It outlines challenges people with disabilities face in using social networks, including lack of access, discrimination, and lack of accommodations for disabilities. However, technologies are changing and becoming more inclusive, with smartphones, netbooks, social networking sites like Facebook and Twitter, and assistive tools making participation more feasible. The document encourages people with disabilities to utilize these technologies and social networks to build community and combat isolation.
The document discusses the Human Centered Design (HCD) Toolkit from IDEO, which provides guidance on designing solutions for an audience. It outlines three phases - HEAR, CREATE, and DELIVER. The HEAR phase involves understanding an audience's wants, frustrations, and realities through stories, observations, and identifying needs. The toolkit also describes three lenses of HCD - desirability, feasibility, and viability - and that the overlap of these lenses leads to successful implementation. Research in the HEAR phase must capture an audience's stories, observations, and deeper understanding of needs.
This document provides an overview of basic advocacy skills such as documenting advocacy efforts, planning advocacy work, writing complaints, drafting letters to the editor, testifying, and distributing press releases. It emphasizes the importance of keeping detailed records of all advocacy activities including letters, emails, phone records and summaries. It also stresses the need to identify advocacy targets and their priorities, craft tailored messages, and be prepared to respond to any outcome. Guidelines are given for writing effective complaints, letters to the editor, testimony and press releases. Resources for additional information and support are also listed.
This document provides an overview of advocacy and community organizing. It defines advocacy as speaking on behalf of yourself and others to support rights and solve problems. Effective advocates build a support network of people who share their purpose of reflecting their community's needs and dreams. The community is bigger than any single advocacy purpose, so advocates must let the community guide their work and be willing to change their advocacy to fit the community's journey. Overall, advocates act as stewards of their community's assets, preserving and expanding them for the benefit of the community.
This document provides advocacy strategies and next steps for pursuing system change. It discusses the limits of basic advocacy and explores additional advocacy tools like negotiation, technology, social networking, dealing with power dynamics, and organizing organizations. Specific strategies covered include using negotiation techniques, leveraging technology and social media, developing charisma, balancing power, maintaining organizational culture, and long-term strategic planning. The overall message is that advocates should pursue a variety of tactics, build consensus, and develop strategic planning skills to effectively create lasting system change.
Covey says most people look for quick fixes. They see a big success and want to know how he did it, believing (and hoping) they can do the same following a quick bullet list.
But real change, the author says, comes not from the outside in, but from the inside out. And the most fundamental way of changing yourself is through a paradigm shift.
That paradigm shift is a new way of looking at the world. The 7 Habits of Highly Effective People presents an approach to effectiveness based on character and principles.
The first three habits indeed deal with yourself because it all starts with you. The first three habits move you from dependence from the world to the independence of making your own world.
Habits 4, 5 and 6 are about people and relationships. The will move you from independence to interdependence. Such, cooperating to achieve more than you could have by yourself.
The last habit, habit number 7, focuses on continuous growth and improvement.
You may be stressed about revealing your cancer diagnosis to your child or children.
Children love stories and these often provide parents with a means of broaching tricky subjects and so the ‘The Secret Warrior’ book was especially written for CANSA TLC, by creative writer and social worker, Sally Ann Carter.
Find out more:
https://cansa.org.za/resources-to-help-share-a-parent-or-loved-ones-cancer-diagnosis-with-a-child/
ProSocial Behaviour - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Aggression - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Breathing : The Ultimate Healer For The Mind And BodyEmon62
Breathing is a natural function that all living things do regularly. However breathing properly help maintain and gives human beings control over emotion. Deep breathing can open up blood vessel and activate the parasympathetic nervous system which is the rest and digest function.
There are breathing technique that can help with regulating and calming the person. There are other methods to help take in more oxygen shown in this slide.
A key component is nitric oxide which opens up the blood vessel. In a person will have better circulation.
Understanding of Self - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Assistive Technology (AT) has broadened choice and expanded independence for many people with disabilities. People who are Neuro-Diverse (who have brain injury, unusual brain chemistry, dementia, and other non-typical brain function) can also use AT to gain control over their lives. The key, as is the case with all AT supports, is to carefully match the support to the person by using the person's knowledge of themselves and the person's goals as the context for support. the focus is on the person, not the device.
AT supports independence and choice for people with disabilities Focus on how a person processes information, not on the device Remember to include warranties, maintenance, and repair Always try out a device, so it doesn't end up in the closet We all use AT to help us negotiate our way through life
From the AT Act: "The term `assistive technology device' means 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."
Some Examples: Learning Disabilities There are a wide variety of information processing issues that are described as Learning Disabilities . They are typically identified in school, hence the label. They often involve difficulties in ignoring certain kinds of information, stably perceiving certain kinds of information, combining different kinds of information, or storing certain kinds of information. Dementia Although memory problems are the signature difficulty of dementia in most people's mind, almost any kind of information processing problem can occur. The striking problem with dementia is the progression of it. People with dementia can and do change dramatically in very short times. Substance Abuse Although SA is often thought of as a moral problem. both chronic use and withdrawal are, in the first place, brain problems. More than this obvious conclusion, SA and withdrawal alter the meaning that the abuser attributes to the world. State Dependent Meaning is a concept that helps us to understand this process of change in meaning that abusers experience. Imagine a laboratory rat given a small dose of sleeping medication, just enough to make the rat a little sedated. While the rat is affected by the drug, you teach the rat the difference between a triangle and a square. When the effect of the drug wears off, the rat will no longer remember the difference between the triangle and the square. If you give the rat the same dose of the same drug a couple of months later, the rat will suddenly remmber the difference between the square and the triangle. The memory is dependent on the chemical state of the brain at the time that the learning occurred. Mental Illness Severe mental illness symptoms are state dependent phenomena of the brain. Individuals with sevee mental illness try to adjust and alter the symptoms through their behavior. That is, like anyone else with a neuro-diverse or a neuro-typical brain, they try to adapt their experience of life to their goals and dreams. TBI As you might expect, brain injury can affect literally every aspect of human experience and behavior. Regardless of the source of a brain injury, there is a common problem where well learned and automatic behaviors are fragmented or distorted. Any behavior which we repeat becomes more and more automatic over time. Autism Although our society has become more aware of autism and the spectrum of autism experience, most people do not realize that the community of people with autism is the source of the concept of Neuro-Diversity. It is common for persons with autism to have difficulty managin certain sensory information, to have trouble with escalating anxiety, and to have narrow, but sometimes surprisingly skillful, development.
IL Values: Civil Rights Consumerism De-Institutionalization De-Medicalization Self-Help Advocacy Barrier-Removal Consumer Control Peer Role Models Cross Disability Recovery Movement Values: Self-Direction Individualized and Person-Centered Empowerment Holistic Non-Linear Strengths-Based Peer Support Respect Responsibility Hope
Try to understand how the person wants to accomplish their goal. Choose the simplest, cheapest, and nearest solution. Include warranties, maintenance, and training in your planning. Always, always, always, try out the device before buying. Be able to offer face to face support after the purchase.
Use Cues to Trigger Behavior: Lists (including checklists) Shopping List Directions Steps to complete a task Visual Cues Color warning Posted reminder Photo Auditory Cues Word or phrase prompt Alarm Orienting sound Tactile (touch) cues Orienting cue to allow more effective auditory or visual cue Guiding touch Orient to safety support
Placing photos on a phone so that the person can call someone by pressing the face. List of things to check before leaving the house placed at eye level on the inside of the door. Taking pictures (camera on a cell phone, or around the neck) during a day of activities and then going over them that evening. Skull and Crossbones sticker on things or appliances the person shouldn't touch. Use checklist that is actually checked to assure completion of important steps
The key to supporting people with mild to moderate memory problems is the use of lists and cues. Early memory problems often show as difficulties recalling rather than a loss of a memory. Trying to trigger the retrieval by using another sense (even smell) or earlier or later information may trigger the memory.
There are many, many devices for reminding people to take medication. They range from a few bucks to several hundred dollars. On the simple end are plastic containers that have labels for days of the week and time of day. You can typically pre-load them for a full week, and for 4-5 times per day. On the expensive end are devices that ring a bell when its time to take medications and only allow that particular dosage to be accessed. Some will transmit a signal or a text message to someone if the medication isn't taken within a certain time period. There are many in-between devices as well, and it is worth your while to pick a device that genuinely fits the individual's situation.
There are a variety of such phones and a couple of different kinds are pictured in this handout. These devices are handy for anyone in an emergency. It is far easier when your hands are shaking to hit a large button that will dial 911 automatically than it is to hit little numbers. Also, smartphone often offer a feature of having a picture with contacts, and a simpler auto-dial mechanism when you hit the contact picture.
There are numerous digital recorders at all price points. In addition, most smartphones have a voice recorder and memo player that can do the same things as these single purpose devices.
Smartphone apps are, in many ways, the AT of the future. One of the car finder apps is the best selling app for Android phones (The developer is getting $13,000 a month from a $2.00 app). Spoken Turn by Turn directions driven by the GPS device in the phone make following directions easier.
Another device that might have appeal to many people, especially driven, busy ones. There are many devices that do this kind of signaling, and there are automatic ones that attach to the tub or faucet. Also, more and more tubs are coming equipped with level shut-off devices.
Remove visual distraction in a room, including pictures, busy wallpaper, and close curtains. Run a white noise generator at night to support sleep. Simply Noise is a web site where you can produce white noise to prevent distractions. Go to http://simplynoise.com/ to use. Remove or cover mirrors, deaden echoes with carpet or wall hangings When using a computer, simplify desktop, and reduce lights in room, to improve focus on screen. The image is from DarkRoom which fills your computer screen with a simple word processor. Go to http://they.misled.us/dark-room to download.
Attention is a function that results from integrating all of the monitoring skills we have and the orienting capabilities of our senses. At the basic end, think of a light flashing off to one side of your head, or a sudden sound. You will automatically turn toward the stimulus. Attention functions on a continuum from very broad in scope, like the reaction to a sudden and new stimulus in the environment, to very narrow, when you are deeply involved in a television mystery, for example. People vary in terms of their "temperament" for attention, from a person who has severe Attention Deficit Disorder to a person with autism who can focus on changing lights for hours. In general, anxiety can both destroy attention and focus it on one single object or person or event. In the brain, there is only a certain amount of attention, just as there is only a certainly amount of energy generally, and when you run out of attention, you are in a state of fatigue. In order to restore your attention, you must rest. You can't work through brain fatigue.
Alarm reminders: There are zillions of these devices. Choose one that is convenient and easy to use.
Hand-held, computerized, sequence of task step pictures. The picture below is a step in a recipe. These kinds of apps will proliferate over the next few years for smart phones. There will be ones for many hobbies, complete with step pictures and videos.
Recorded Reminders: This version is a smart phone app. Others are mentioned elsewhere in this handout. It records messages tied to a reminder time.
Checklist (no more than 7-9 checks). Checklists are a generally useful tool for following steps. There is a current craze about them because the The Checklist Manifesto, a book you can check out at http://amzn.to/d07Xke .
Social Supervision (the teacher presence effect on attention): The presence of another human being automatically improves task focus. Often, the attention and information processing abilities of married couples become automated and intertwined over time. If one spouse dies, information procesing deteriorates as well, and not just because of grief. It also declines because the well practiced ways of getting through the day no longer work.
Using pictures to label rooms in a house: Labels are easy to print off the internet. You can use both text and picture together as well. For a person's room, you can use a printed photo. Putting transparent acrylic doors on cabinets: The picture below is pretty classy, but transparent acrylic works as well. Using a turn by turn GPS device: With the advent of GPS in cell phones, a wide variety of possibilities can be included in any smart phone. The picture contains two versions of turn by turn directions in an Android smart phone.
Orientation in humans is a complex process of grasping the meaning of context. It isn't simply knowing where you are, but also knowing how you related to the objects and people in your immediate environment, and knowing how your context will help or hinder you in getting where you want to go (both geographically and socially). Our brains use internal monitoring to constantly update our understanding of our internal and external context. Problems in Orientation often arise from failure of these monitoring skills. irections are never a perfect replica of the journey we are to take. Instead, they are highlights that for one reason or another are easy to sense. We follow directions by moving from one highlight to the next. If we get confused we don't figure our our absolute position (or at least we didn't until GPS devices became so common). Instead we retrace our steps and look for a recognizable highlight to re-orient our selves. Anxiety has a powerful effect on confusion and disorientation. In fact, anxiety can create a sense of disorientation even when there is no failure to recognize or interpret cues.
GPS devices: There are many GPS devices besides smart phones. The device below is intended to be used at the spot you want to return to. It records your trip and can tell you whether you are getting closer to your final destination.
Use of curtains or carpets to deaden sounds: Sound deadening is a commercially viable enterprise, so there are many different versions and types on the internet. Watch those installation costs!
Transparent shower curtains in a well lit bathroom: There are some choices here as well. This one seemed like the best of both worlds, but there are other designs.
Motion detectors that, for example, turn lights on and off. There are also a wide variety of motion detector sysems, varying in complexity, from ones that turn on lights outside when a dog goes by, to ones that speak a specific recorded message when movement occurs. They can also be used in the house with different messages or actions when triggered.
Universal remote for entertainment devices: A lot of these as well. This one has big buttons and can sit on a table and not move.
Have lights turn on automatically when it is dark or the person moves from room to room, or goes outside. The picture is from the Helios system that will turn lights on and off as the person moves in and out of rooms, as well as other environmental control tasks. Use web cam to check on person each morning (be respectful of privacy!) The picture is from a webcam called "Watching Paint Dry". It has accompanying Music. There are webcams everywhere these days. Check out the current weather in Lansing by webcam at http://www.instacam.com/showcam.asp?id=LNSMG&size=S Build relationships with neighbors: If neighbors know you they'll watch out for you. Try a backyard barbecue as a friend starter. Have dog for companionship and protection. The more the merrier. A neighbor can walk.
Personal safety is at the core of personal independence. However. it is more important to personal freedom to choose how safety will be addressed in one's life than it is to be "made" safe by segregation or restriction. The focus here, as in all use of AT, is personal choice. Bathrooms can be dangerous because of hot water and slippery surfaces. There is also the possibility of eating non-food substances. Kitchens have heated surfaces and foods, glass objects, hot water, knives, and other hazards. Shadow common daily activities and look for risky behavior and hazards. Chores are a common source of injury.
PERS: There are many types. If you push the button, it signals someone or a busiess to check on you. Some allow you to transmit speech as well.
Ablelink style communication, alarm system" Ablelink creates software that allows for many of the functional supports described in various parts of this handout to be done on a desktop or handheld computer or smart phone. The software is expensive and you have to have the device, but the software is quite remarkable. Go to http://www.ablelinktech.com/ for more information.
Door opening alarms: There are an awful lot of door alarms. I would look for price points and convenience.
Water control devices: Pictured here is a water level control device built into the bathtub. There are wands that attach to faucets, and a host of other devices.
Temperature indicators: Here is a cute one that has a digital readout. There are many types of these, some that change color.
Fall detection sensors: There are many types of these. This particular one is for the iPhone. Because smart phones contain accelerometers and GPS devices, they can be remarkably good at detecting falls. The future of fall detection.
Combine music and meditation Eat regularly to avoid blood sugar issues Avoid alcohol, caffeine, drugs Stop daily activities at least 2 hours before typical sleep time, and shift to low energy. Hi-Ho, Hi-Ho, it's off to sleep we go!!
Sleep is the single most important variable in mood, symptoms of mental disabilities, energy level, and general quality of life. Time and effort invested in assuring high quality sleep is never wasted and will reduce the number of interventions that need to be made in other parts of the person's life. Stress is different than variety. Good living requires variety in stimulation and activities. A person should typically be alert and ready to do an activity if the opportunity comes up. If heart rate is rising, shaking hands, anxiety, the person is under stress. If "couch potato" syndrome, person is trying to recover from stress. Changes in your basic energy and activity level are normal up to a point. Sometimes, though, the volume is too high or low for long periods. Medication should be examined, but avoid use of anti-psychotics for agitation. The use of these drugs is dangerous in older people, and is typically done because it is easy. But, these drugs literally remove meaning from life, and make it more difficult to appreciate positive and negative experiences. Look for another way. Demystify hallucinations. Everyone has them eventually, many people when they were children. Tell the person that hallucinations are not dangerous. The anxiety that hallucinations often trigger both in the person have them and people around that person cause more disorientation and loss of the sense of control than the hallucination. There is an International Society of People who hear voices, and put up with stigma and discrimination as a result.
iPod: and the many, many other devices that can play music, newscasts, videos, short movies and long ones-You name it. Whatever works for you.
Smartphone: The newer smartphones can do all of the iPod things, and I expect to see more and more relaxation apps in the near future.
Exercise machine: Exercise is necessary, necessary, necessary. Just adjust the approach to the person's functional abilities. Ask a PT or an OT for advice.
Reminder for short meditation/breathing exercise every hour: Any device will do as long as it can handle a number of alarms. Some will tell you what to do. You can 3 of one kind of activity, 4 of another, and so on.
Over time, you will build up ways that AT fits into a person's life. As you do this, you will find that having many devices for many different purposes doesn't work. It becomes time for the person and you to look at broader solutions. Also, each experience of support and independence teaches it's own personal lessons about what works and what doesn't. Record the lessons.
Ablelink video-Use of technology to support a number of processing problems at once.
Computer control over home environment: You can hookup anything electric to a common control system and change everything at once instead of going around the house trying to change individual items. There are sensors for everything, and they can all be linked to your computer.
Remote control over computer: A relatively simple way to make use of a computer in a person's home is to use G-Bridge to connect your computer with theirs, and use wireless web cams to monitor doors or areas where a fall might occur. There are also systems that tie GPS to the internet so that you can track a person's movements if they have the device on their belt or around their neck.
Obviously, there is a great deal more to learn about AT than I could provide today. The rest of this presentation will point you toward that larger world of information and support.
JAN originally developed to help employers figure out what accommodations to use to support employees with disabilities. the network has focused a lot of energy on AT, and is generally helpful with developing an AT strategy.
The ultimate directory of devices, Abledata now contains over 19,000 device descriptions. When you want to see the variety of options available.
Operated by United Cerebral Palsy of Michigan, the loan funds offer lower interest rates, and more flexible terms for devices that increase personal independence for persons with disabilities, including children. There is no bottom limit on loans, and the top is $30,000.
MDRC has operated the Michigan AT project since 1997, and the Project includes many more activities than I can discuss today. You should visit and get a better grasp of the local projects, newsletters, and resources that the AT Project has created and maintains.
ATX is a "classifieds" web site for used AT equipment, some free, some at low cost. Once you create an account, you can trade, buy, or sell.
MPAS helps with information and advocacy around AT rights issues, and is a partner of MDRC in our AT Act activities.
The Center provides AT solutions for the entire Upper Peninsula of Michigan, and UCP and the Center are partners in our AT Act Activities.
A list of all State AT projects and all their activities. A good resource when you can't find an answer in Michigan.
A resource for professional information nationally. Find an assessment professional or learn how to build a career in Assistive Technology.
A good starting point for making any home livable by a person of any age who has a disability, and the first step to staying out of a nursing home.
Information and resources for school and home support of independence by children with disabilities.
I have served as Director of MDRC since 1997. Before that I worked in a wide variety of environments-schools, medical clinics, State Councils, substance abuse programs, and I worked for 13 years at Michigan Protection and Advocacy. I am married to Goddess Jill, and have a daughter, Loree, and a grandson, Nevin. We also have 3 dogs, Wrigley, Jersey, and Ferd.
AT supports independence and choice for people with disabilities Focus on how a person processes information, not on the device Remember to include warranties, maintenance, and repair Always try out a device, so it doesn't end up in the closet We all use AT to help us negotiate our way through life
Chris Firth has written a superb and dryly amusing description of how our brains make the world we experience and in which we live. The new imaging technique of functional MRI has allowed neuropsychologists to see the brain doing stuff in real time, and what these experiments reveal is startling and "brain-changing". UDL isn't just for schools anymore. The basics of UDL are useful in any AT activity, allowing easier brain process for everyone. Worth a look, and the videos are easy to watch. At the price ($14.00 on Amazon), the best and most accessible introduction to AT and decision making I've seen. Worth keeping around, as well, since it is a good reference. The best way to solve a problem is to never have one. This book needs a DIY person, but has many ideas for making it easier to live in the home you have. Stuffed with ideas. From our Veterans Home Care program, a one stop site for devices broken out by general cognitive support purpose. A good place to check befoe going into Abledata's massive directory.
I am Norm DeLisle, the Director of Michigan Disability Rights Coalition. "With Liberty and Access for All" is our motto, and :Feisty and Non-Compliant" is our attitude. The funny looking square in the lower right is a QR code, like a barcode, only it can hold more info. If you have a smart phone, you can use a bar code scanner app and your phone's camera to find out what info is stored there. Social Networking (SN) is the general term for our communication with one another on the Internet. SN has exploded in popularity over the last few years, and it represents an important set of tools for our advocacy and our recovery.