1. ED 635 SPED – Graduate Introduction to Assistive Technology

2. Chapter 1 Overview Students with disabilities have received AT accommodations beginning as early as 1973. The definition of AT, as we know it today, was first defined in 1988 in the Tech Act. The term AT has continued to evolve with the passage of the Individuals with Disabilities Education Improvement Act of 2004.

3. Introduction to Assistive Technology? Any technology with the potential to enhance the performance of persons with disabilities. This includes a variety of devices and services that include adaptive and rehabilitative devices and processes used in selecting, locating and using them. Assistive technology includes both low and high tech devices.

4. What is Assistive Technology? The applications of science, engineering and other disciplines that result in processes, methods or inventions that support people with disabilities.

5. Assistive Technology Defined Defined by Public Law 100-407 of IDEA AT Device is any item, piece of equipment, or product system whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities AT Service means any service that directly assists an individual with a disability in the selection, acquisition, or use of an AT device.

6. INDIVIDUALS WITH DISABILITIES EDUCATION ACT OF 1990, IDEA This law stipulates that each public agency must ensure that the placement of every child with a handicapping condition be determined at least annually and be based on the child’s individualized education program.

7. Educational Programs IDEA IEP Team must “consider” the students need for AT and services to receive a free, appropriate education in the least restrictive environment. IEP Team Considerations Pg. 25

8. “For people without disabilities, technology makes things easier, For people with disabilities, technology makes things possible” IBM AT Training Package 1991

9. The New Jersey Regional Assistive Technology Training Centers Trained Staff Professional Development AT Technology Expos Regional Conferences Drop-in Learning Centers Resources Directories Informational Web Sites

10. The Regional Assistive Technology Training Centers North Bergen County Warren County Central Middlesex County Ocean County South Camden County Burlington County

11. Professional Development Training for: Teachers Special Education Teams Support Staff Administrators Parents and Parent Groups

12. Drop-in Center Assistive Technology equipment and software available to “try before you buy” Teachers Administrators Support Staff Parents

13. Options that MUST be Considered for AT Assessment bPersonal Concerns bAccess Issues bTraining Needs bRepair and Maintenance Needs bFinancial Issues

14. What Types of Assistive Technology are available for my Student ? bAssistive Technology for the Hearing Impaired bAssistive Technology for Physical Disabilities bAssistive Technology for Learning Disabilities bAssistive Technology for the Vision impaired bAssistive Technology for Computer Access

15. Types of Assistive Technology bPositioning bMobility bAugmentative and Alternate Communication bComputer Access bAdaptive Toys and Games bAdaptive Environments bInstructional Aids

16. Chapter 1 Overview AT has become a common venue by which all students access and meet the state curriculum standards defined by each state. The Center for Applied Special Technology (CAST) created a program that provides educators a means to better understand how Universal Design for Learning and AT can be integrated to support student learning.

17. Chapter 1 Overview Assessment for AT is provided by the school system if the student's Individual Education Program (IEP) team decides it is necessary in order to improve student outcomes. Funding for AT is provided by the school system or other agencies such as Medicare, Medicaid, and/or private insurance.

18. MISCONCEPTIONS Assistive Technology is a cure-all All Assistive Technology is “High Tech.” and expensive

19. Misconceptions It’s only useful for people with certain kinds of disabilities It’s only appropriate for children who are classified Professionals are the best sources for information about assistive technology

20. AND MORE MISCONCEPTIONS bAssessment of technology needs is done only once bIf a technology solution is available it will be used by student in school as well as home bPeople with disabilities want the latest gadgets

21. Historical Overview of Assistive Technology Foundation Period: Pre 1900’s Small Steps “Making due” Establishment of: 1817-The American School for the Deaf 1829/1834- Louis Braille 1832- Perkins School for the Blind 1869- Wheelchair Patent 1877- Phonograph 1877- Public Law 45-186 Establishment Period: 1900-1972 Inventions and Innovations 1918-Soldier Rehabilitation Act 1920-Optophone Reading Machine Guide Dogs Social Security Act-1935 Rehabilitation Act of 1943-Training 1952-Tellatouch Communication device 1965 –National Commission on Architectural Barriers Empowerment Period: 1973 to Present Section 504

22. Law and Assistive Technology Technology-Related Assistance for Individuals with Disabilities Act of 1988 On June 23, 1988, Congressman Jim Jeffords of Vermont and Senator Tom Harkin of Iowa introduced the Technology-Related Assistance for Individuals with Disabilities Act of 1988. On August 19, 1988, President Reagan signed the Act and it became law, Public Law 100-407. The support for the legislation was very strong. People with disabilities, their families and advocates and those who direct or provide services to those with disabilities emphasized to Congress the importance of technology and support services in technology for people with disabilities. And although many people indicated that much "off-the-shelf" technology is available to assist people with disabilities, such technology, as well as other specialized or customized technology, more often than not, is not accessible. Telecommunications Act of 1996 Carl D. Perkins Vocational/Technical Education Act Assistive Technology Act of 1998 President Clinton signed the Assistive Technology Act of 1998 (P.L. 105-394) into law on Friday, November 13, 1998. The Technology Act of 1998 (ATA) affirms that technology is a valuable tool that can be used to improve the lives of Americans with disabilities. An assistive technology device is defined by the ATA as “any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities.”

23. Law and Assistive Technology Education for all Handicapped Children Act of 1975 Individuals with Disabilities Education Act of 1990 Individuals with Disabilities Education Act of 1997 Individuals with Disabilities Education Improvement Act of 2004 The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities. Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEA Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B.

24. Law and Assistive Technology Section 504 of the Rehabilitation Act of 1973 Americans with Disabilities Act of 1990 No Child Left Behind Act of 2004

25. Low Tech Middle Tech, High Tech Low-tech AT doesn't require much training, is often less expensive, and does not have complex or mechanical features. Examples of low-tech devices might include handheld magnifiers, large print text, paper and pen for communication, canes or walkers, color coding, automatic lights, and specialized pen or pencil grips.

26. Low Tech Middle Tech, High Tech Middle-Tech AT may have some complex features, may be electronic or battery operated, may require some training, and is more expensive than the low-tech alternative. Some examples include manual wheelchairs, talking spell checkers, electronic organizers, larger computer monitors, books on tape, amplifiers, text pagers, closed-caption televisions, remote environmental controls, and a specialized mouse or keyboard for the computer.

27. No Tech Low tech, High High-tech AT refers to complex equipment that has digital or electronic components, may be computerized, will likely require training, and cost the most. Examples of high-tech AT include power wheelchairs or scooters, prosthetics, digital hearing aids, computers with specialized software for voice recognition or visual magnification, digital hands-free headsets, voice-activated telephones, communication devices with voices, and digital books or information on MP3 players.

28. Low/Light Tech Assistive Technology Devices Highlighting tape or markers Colored overlays Slanted surface 3D Letters Magnetic Poetry Pencil grip 3D lined paper

29. High Tech Assistive Technology Devices Computer Access Alternative mice On screen keyboards Touch pad Switch Alternative keyboards Intellikeys Alphasmart Windows Accessibility options Reading and writing Software Screen Reading

30. High Tech Assistive Technology Devices Reading and writing Software Screen Reading Wynn, Kursweil 3000 Screen Magnifier BigShot, ZoomText Word Prediction Co-writer, Text! Help Read and write Graphic Organizational aids Inspiration, Kidspiration Auditory Feedback Write out loud, Intellitalk

31. Is It High or Low…Tech ? For Mobility Wheelchairs and crutches For Communication Speech boards, a Braille restaurant menu, voice amplifiers and speakers, adaptive computer attachments and software. Daily life aids Straws, bathroom tub rails, environmental control devices

32. Chapter 3 Early Intervention services are provided to children birth to 3 years of age. The Individual Family Service Plan (IFSP) is developed by a team, with strong input from the family. AT devices should be considered to enhance the child's access to the same activities as their typically developing peers. Parents, professionals, and other caregivers should be trained to use the AT device properly to avoid abandonment of the device.

33. Chapter 3 AT should be used to provide the child with as much independence as possible with the focus being on the child rather than on the AT device. In looking at the five developmental domains (adaptive, cognitive, communication, physical, and social/emotional), a delay in one domain can affect development in other domains. Remember that AT can assist a child with a developmental delay so that the delay has minimal impact on the other domains.

34. Windows XP Accessibility Options Screen Magnification On Board Keyboard Display Mouse Keys Narrator

35. Windows Accessibility Options Internet Explorer To change how Web page colors are displayed 1.On the Tools menu in Internet Explorer, click Internet Options. 2.On the General tab, click Colors. 3.Change the settings as needed.

36. Windows Accessibility Options Internet Explorer To display Web page text larger or smaller On the View menu, point to Text Size, and then click the size you want.

37. Remember A disability is not a characteristic of a person, it is a description of the relationship between the person and the environment. Assistive Technology enhances that relationship.

38. Step 1 - Intake/Referral Step 2 - Identification of Needs Step 3 - Identification of Desired Outcome Step 4 - Develop and Nurture Team Members Step 5 - Skills Assessment Step 6 - Device Trials Step 7 - Revisit Desired Outcome Step 8 - Procurement of Device Step 9 - Technology Implementation Step 10-Follow Up/ Follow Along FUNDAMENTAL ASSESSMENT PROCESS…FAP 1999 Associated Students California State University, Northridge, Inc.

39. SETT Framework Student Environment Tasks Tools

40. SETT Framework Student Environment Tasks Tools

41. FEAT Functional Evaluation for Assistive Technology Page 50

42. Chapter 4 Assistive Technology Devices to Enhance Mobility for Individuals with Physical Impairments.

43. Assistive Technology Devices to Enhance Mobility for Individuals with Physical Impairments Objectives Describe how wheelchairs and other mobility units help people become mobile. Describe the components of a wheelchair. Explain seat and positioning issues.

44. Assistive Technology Devices to Enhance Mobility for Individuals with Physical Impairments Making a Connection Think about how you maneuver around during the course of a day. Where do you go? What obstacles do you sometimes encounter? How do you overcome those obstacles? What if someone were confined to a wheelchair? What are different types of mobility impairments What Obstacles would they encounter? How do they face those challenges? How might those obstacles be over come with and without Mobility adaptations?

45. Assistive Technology Devices to Enhance Mobility for Individuals with Physical Impairments Objective 1 Describe how wheelchairs and other mobility units help people become mobile. Function Loss in Lower Limbs Unstable Posture General Physical Problems

46. Assistive Technology Devices to Enhance Mobility for Individuals with Physical Impairments Function Loss in Lower Limbs Spinal Cord Injuries TBI Arthritis Cerebral Palsy Polio Muscular Dystrophy Stroke Amputation Multiple Sclerosis Unstable Posture General Physical Problems

47. Assistive Technology Devices to Enhance Mobility for Individuals with Physical Impairments Function Loss in Lower Limbs Unstable Posture Brain Trauma, Cerebral Palsy can cause unstable posture Individuals may stand and/or walk. General Physical Problems

48. Assistive Technology Devices to Enhance Mobility for Individuals with Physical Impairments Function Loss in Lower Limbs Unstable Posture General Physical Problems Temporary use Surgeries Obesity Heart Elderly

49. Assistive Technology Devices to Enhance Mobility for Individuals with Physical Impairments Objective 2 Describe the components of a wheelchair. Types Manual Wheelchair Rigid Folding Everyday Wheelchair Sport Wheelchair Junior Wheelchair Racing Wheelchair

50. Assistive Technology Devices to Enhance Mobility for Individuals with Physical Impairments

52. Objective 2 Describe the components of a wheelchair. Motorized Wheelchairs Front wheel Drive Rear Wheel Drive Mid-Wheel Motorized Carts

53. Assistive Technology Devices to Enhance Mobility for Individuals with Physical Impairments Objective 2 Describe the components of a wheelchair. Seatbacks Armrests Controls Front Riggings Wheels and Rear Tires Casters Hand rims Other Features!

54. Assistive Technology Devices to Enhance Mobility for Individuals with Physical Impairments Objective 3 Explain seat and positioning issues. If your not comfortable…It is more difficult to focus… What can teachers look for……

55. Assistive Technology Devices to Enhance Mobility for Individuals with Physical Impairments Evacuation Devices

56. Assistive Technology Devices to Enhance Mobility for Individuals with Physical Impairments Chapter Review Describe how wheelchairs and other mobility units help people become mobile. Describe the components of a wheelchair. Explain seat and positioning issues.

57. Assistive Technology Devices to Enhance Speech Communication Chapter 5 Objectives Identify the components of language and their role in language development. Determine the purpose of alternate and augmentative communication. Examine the components of an alternate and augmentative communication system and how they combine to provide individuals with severe speech problems the opportunities to communicate on a daily basis.

58. Assistive Technology Devices to Enhance Speech Communication Language Components Listening Speaking Semantics Syntax Morphology Phonology Pragmatics

59. Assistive Technology Devices to Enhance Speech Communication Language Components Listening to hear something with thoughtful attention – Obtaining meaning form what is spoken…

60. Assistive Technology Devices to Enhance Speech Communication Language Component Speaking Production Types of Words Sentence Structure

61. Assistive Technology Devices to Enhance Speech Communication Language Components Semantics Meaningful aspects of Language Phrases Sentences Paragraphs

62. Assistive Technology Devices to Enhance Speech Communication Language Components Syntax the order in which linguistic elements (words) are put together to form as phrases.

63. Assistive Technology Devices to Enhance Speech Communication Language Components Morphology A study and description of word formation (as inflection, derivation, and compounding) in language.

64. Assistive Technology Devices to Enhance Speech Communication Language Components Phonology The system of speech sounds of a language.

65. Assistive Technology Devices to Enhance Speech Communication Language Components Pragmatics Linguistics concerned with the relationship of sentences to the environment in which they occur. Jeet?

66. Augmentative and Alternate Communication Helps people communicate with each other.

67. Augmentative and Alternate Communication  Unaided Communication  Sign Languages  ASL  Education Sign Systems  Grammatically Correct  Gestural Language Codes  Finger Spelling

68. Augmentative and Alternate Communication  Aided Communication-Uses equipment or devices to aid people in communication.  Non-electronic Systems  Electronic Systems

69. Augmentative and Alternate Communication Head Pointers are one of the many alternative access methods for individuals who are unable to use their fingers, hands or arms. This pointing device can be used to access a picture/letter board to spell out messages, to point to symbols, or to hit buttons on a voice output communication device. Head pointers can be used with a standard keyboard on the computer. Picture Boards are a low-tech, simple communication method that can be accessed by pointing with a finger, hand, head pointer or mouth stick. Producing a message is easily accomplished by selecting one or more pictures together to create a phrase or sentence. Digitized speech devices provide age appropriate, easily changeable messages. The Speak Easy allows for up to 12-recorded messages that can be accessed through touch or switch.

70. Augmentative and Alternate Communication Synthesized speech devices, such as the DynaMyte, allow a greater number of messages to be pre-programmed as well as real-time creation through on-screen keyboards (letter or picture). Also allows the creation of multiple pages by separating message screens into categories (i.e., food, school, home, clothing). Because this type of system is computer-based the number of words and messages that can be pre-programmed are almost endless. Portable Keyboards offer up to 10 programmable synthesized instant messages such as "Hi, how are you?" or "I'll see you later" and 100 abbreviation expansion messages (i.e., when the letters "HH" are typed the message "Hi, how are you?" is displayed or spoken). The LINK also allows easy access to taking notes while attending a lecture or meeting. Text documents are easily printed or sent to a word processing program on a computer.

71. Augmentative and Alternate Communication  Aided Communication  Non-electronic Systems  Communication Boards  Mini Boards  Communication Books  Eye Gaze Displays

72. Augmentative and Alternate Communication  Aided Communication  Electronic Systems  Direct Selection  Keyboards  Optical pointing  Switches

73. Augmentative and Alternate Communication  Electronic Systems  Scanning  Scanning is where the items in the selection set are presented sequentially over time and the user makes a selection indirectly, typically via one or two switches. (This is in contrast to direct selection where all items in the selection set are available at the same time and the user goes straight for the one he/she wants)

74. Augmentative and Alternate Communication  Aided Communication  Electronic Systems  Type of Voice  Quality of Voice  Amount of Vocabulary

75. Screen Readers Wynn Reader WYNN is software designed to aid individuals to read and write more effectively. WYNN was developed with the help of special educators and individuals with learning difficulties. In addition to customized visual tailoring, individuals may enjoy clear, natural-sounding synthetic speech while reading standard word processing files, the Internet and scanned pages saved to disk.

76. FAP Fundamental Assessment Process Not specific to one are Guideline to be followed for overall AT intervention

77. Step 1 - Intake/Referral Step 2 - Identification of Needs Step 3 - Identification of Desired Outcome Step 4 - Develop and Nurture Team Members Step 5 - Skills Assessment Step 6 - Device Trials Step 7 - Revisit Desired Outcome Step 8 - Procurement of Device Step 9 - Technology Implementation Step 10-Follow Up/ Follow Along FUNDAMENTAL ASSESSMENT PROCESS…FAP 1999 Associated Students California State University, Northridge, Inc.

78. Step 1 - Intake/Referral Student is referred and information is gathered FUNDAMENTAL ASSESSMENT PROCESS…FAP 1999 Associated Students California State University, Northridge, Inc.

79. Step 2 - Identification of Needs Goals Interests Dislikes Priorities Practical aspects FUNDAMENTAL ASSESSMENT PROCESS…FAP 1999 Associated Students California State University, Northridge, Inc.

80. Step 3 - Identification of Desired Outcome What is the student trying to accomplish FUNDAMENTAL ASSESSMENT PROCESS…FAP 1999 Associated Students California State University, Northridge, Inc.

81. Step 4 - Develop and Nurture Team Members Assistive Technology is a flexible collaborative process FUNDAMENTAL ASSESSMENT PROCESS…FAP 1999 Associated Students California State University, Northridge, Inc.

82. Step 5 - Skills Assessment Should address the Individual's needs and abilities. FUNDAMENTAL ASSESSMENT PROCESS…FAP 1999 Associated Students California State University, Northridge, Inc.

83. Step 6 - Device Trials Negotiation what to try Set up the device trials Utilize rental and loaner programs Activities should reflect key GOALS! FUNDAMENTAL ASSESSMENT PROCESS…FAP 1999 Associated Students California State University, Northridge, Inc.

84. Step 7 - Revisit Desired Outcome Check to see if original goal is being met FUNDAMENTAL ASSESSMENT PROCESS…FAP 1999 Associated Students California State University, Northridge, Inc.

85. Step 8 - Procurement of Device Consider all ways of securing the device FUNDAMENTAL ASSESSMENT PROCESS…FAP 1999 Associated Students California State University, Northridge, Inc.

86. Step 9 - Technology Implementation Work with IT Team/Coordinator FUNDAMENTAL ASSESSMENT PROCESS…FAP 1999 Associated Students California State University, Northridge, Inc.

87. Step 10-Follow Up/ Follow Along Periodic visits to insure device/software or service is working. FUNDAMENTAL ASSESSMENT PROCESS…FAP 1999 Associated Students California State University, Northridge, Inc.