The Search for Answers - Assistive Technology

Assistive Technology 1

The Search for Answers - Assistive Technology

Jennifer Feck

Angelo State University

ED. 6362 Dr. McCoulskey

When I first began Education of Exceptional Children, I never knew it would end up in a search for answers. I came in with my eyes and mind wide open and ready to learn. Later that night when I started reading the textbook, I was blown away by the all the information. Information that I felt as a third year teacher, I should have had a clue about. I read about the law that gives all children the right to a free and appropriate education in the least restrictive environment (LRE), and the process of creating an Individualized Education Program (IEP). Being intrigued by what I was already learning, I started to skim through the book when my eyes came upon that word "technology."

Now being a computer teacher the first thought that went through my head was what new hardware or software could I get my hands on to work with at school and at home? I was already envisioning a classroom with new computers which my special education students could use in order to become better thinkers and more successful. I thought about my student Matthew who I knew could benefit from better technology. Matthew has a noticeable handicap with his hands, which makes it hard for him to write and type. I pictured a new computer set up with the newest speakers, microphones, and voice software. I could see the words appear on the screen as Matthew spoke them into the microphone. I could see the smile on his face and know that he was learning.

Getting more and more excited, I read further and that's when I read the words "assistive technology." Questions popped into head. What is that? How can I get it? Do we have that here in San Angelo? I continued hoping to read about new high tech equipment and software. I read about how a student with a physical disability could benefit not by a computer, but a straw? A straw that most people use to drink a soda? This was considered technology? So began my search for the answers to all of my questions.

The first question to be answered is what is assistive technology? Assistive technology (AT) is defined by IDEA (Individuals with Disabilities Education Act) as

Each public agency shall ensure that assistive technology devices or

assistive technology services or both, as those terms are defined in

300.5-300.6 are made available to a child with a disability if required as

a part of the child’s (a) Special education under 300.17, (b) Related services

under 300.16, or (c) supplementary aids and services under 300.550(b)(2)

The two key phrases in this definition that need further investigating are “assistive technology devices” and “assistive technology services”.

IDEA defines assistive technology services as:

Any service that directly assists an individual with a disability in the

selection, acquisition, or use of an assistive technology device. Such term includes:

(A) the evaluation of needs including a functional evaluation, in the child’s customary environment

(B) purchasing, leasing or otherwise providing for the acquisition of assistive technology devices,

(C) selecting, designing, fitting, customizing, adapting, applying,

maintaining, repairing, or replacing of assistive technology devices

(D) coordinating with other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and

rehabilitation plans and programs

(E) training or technical assistance for an individual with disabilities,

or where appropriate that child’s family

(F) training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other(s)

who provide services to employ, or are otherwise, substantially

involved in the major life functions of children with

disabilities (

An AT service provider could possibly be your local Region Service Center. They provide training and help with obtaining information about the cost and variety of technology devices available. They are able to provide books and information about assistive technology that is used in our community and in our state. Another state AT service provider is Texas Assistive Technology Program. This program is available to make sure that all disabled people have the AT they need in order to get through their day-to-day life (

The last IDEA definition to be investigated deals with assistive devices. “As used in this part, ‘assistive technology device’ means 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 children with disabilities ( is where the straw comes into the picture. For a person with a disability who cannot hold a cup in order to get a drink, the straw is a device that “facilitates daily living skills”(Heward, 2000). A big misconception that most people have is that all AT devices are computerized which would require a great amount of training and money. The assistive devices used can be low tech or high tech. Low-tech devices might be a pencil grip, footstool, a baseball cap with a head pointer, or a cassette player. For a student who had a vision problem and couldn’t read long passages, one could record an entire Geography book on tape for that student to take home and listen to. High-tech devices could be a battery operated wheelchair, a screen enlarger for a student who can’t see well, a sound field system (SFS) which enables a student to hear a teacher no matter where he/she is in the room (Sutherland, 2000), a laptop with voice synthesizer, or even a machine with robot qualities. There are three types of AT devices (Ashton, 2000):

The first type is adaptations of basic devices. An example would be a

dictionary that talks. A dictionary is an everyday item that students can

utilize in their classrooms and homes. To meet the needs of someone who

is blind or has trouble seeing, the dictionary can be put into an electronic

format. With this new speaking ability a dictionary is now considered an

AT device.

The second type of device is additions made to an everyday technology

that requires a person to interact differently with that technology. A

television that has the capabilities to not only show the captions, but also

read it out loud as it appears on the screen.

The third type of device is the modifications made or designed in which a

basic technology cannot perform. The classic examples of these types of devices

are augmentative and alternative communications devices. An example of this would be a keyboard with enlarged letters or pictures. This would be beneficial to a student who may not be able to communicate through speech. The student could touch the picture on the keyboard in order to communicate with others around him.

Along with these definitions and devices came other questions. Who will pay for these devices? Unfortunately schools are responsible for most of the AT cost. I found that the federal government helps pay for some of the cost, but that money also goes to help support Special Education programs, not just assistive technology. Federal and state governments are working together to fund programs that can help with the cost. “Medicaid is designed to provide medical assistance for certain individuals and families with low incomes and resources” (Kemp, Hourcade, and Parette, 2000). Two Texas Programs that make use of Medicaid are the SHARS (School Health and Related Services) program and EPDST (Early periodic, Screening, Diagnosis and Treatment) program. Of course the students must be receiving special education and related services and eligible for Medicaid. In addition, “school districts must meet any state licensing, certification, and registration requirements that apply to medical and educational services” (Kemp, Hourcade, and Parette, 2000). The SHAR program requires specific documentation on why the AT device is needed, how it will be used (IEP), and where it will used (LRE). Of course as with all things there is opposition to people using the Medicaid program as their first solution. There are grants and funds provided through other organizations and AT Laws. The Assistive Technology Act provides federal funds to “assist states in developing easily available, consumer-responsive systems of access to assistive technology, technology services, and information (The Alliance for Technology Access, 2000). Of course parents always have the option of using their private insurance in order to pay for the technology devices that their child might need.

Another question dealing with cost is, not for the equipment, but for the training. With the advancements in technology, so too must there be help in funding and training teachers in order for those students who need the extra assistance to receive it. Schools must have help in paying for the new technology that is growing and

changing day after day. “Economically strapped districts have limited resources for support of technology for the general student body and even less for the individual special students’ needs” (Sutherland, 2000). More teacher training on how to use and incorporate these new technologies in to their classrooms will also be needed. Technology training at the college level is taking place now. Colleges are encouraged to incorporate more technology in their teacher preparation programs. For those teachers already out in the field, more staff development on integrating technology into the classrooms is needed. “For assistive technology devices to become successfully used in the general curriculum, staff development advocates argue that teachers must receive appropriate training and subsequent on-going training” (Smith and Jones, 1999). Too often the teachers get a one-day workshop on a variety of technologies available, but never on how to incorporate them in to the classroom. “According to reports, technology integration will be increased when inservice activities are designed so that teachers create materials, lesson plans, and strategies for use within their own class during the staff development sessions (Smith and Jones, 1999). Teachers need to be able to use the equipment and software in their classrooms, not just hear about it. “Simply purchasing AT equipment will not ensure its use. Funds must be allocated to ensure that teachers and other potential AT service providers receive training in the use of the equipment” (Merbler, Hadadian, and Ulman, 1999). We will need better support in the future to help implement the up and coming technologies in our classrooms.

After all the types of devices and cost have been established, another question to be addressed is how does one become qualified for AT in our San Angelo Independent

School District? Students are first referred for Special Education Services. From that referral one follows the same procedures for the IEP planning team. The student is then tested or assessed. The San Angelo Independent School District contracts out to a woman in the Midland/Odessa area who will review and make suggestions as to the AT devices that are “appropriate intervention solutions in addressing that child’s educational needs and in helping him/her achieve the identified IEP goals and short term objectives” (Bryant, Bryant, and Raskind, 1998). The IEP team or ARD committee in the state of Texas must address whether AT devices are needed for each student that is referred for Special Education Services. If AT is not needed for that child, it must somewhere be stated in the IEP why the student does not need AT devices (The Alliance for Technology Access, 2000). If it is deemed that a child’s educational endeavors would be benefited by an AT device, then it must be stated in the IEP why the AT is being used, how it will be used, for how long the AT device will be needed (Zabala, Blunt, and Carl, 2000). The following are some helpful tips that will be needed for the IEP team to run smoothly when determining whether a student needs an AT devices. Each member of the IEP team must have some knowledge of AT devices because the AT device has to fit to the child so that it can help the child become successful in their education. One does not want to give a laptop to a student who has no skills in typing or running a computer. That AT device will not help that child succeed. “ Assistive devices should match the age, gender, and preferences of the user to promote acceptance and use” (Merbler, Hadadian, and Ulman, 1999). The IEP team also needs take into consideration the family. It is always important to have the family involved in the planning of their child’s IEP. Some families may not want their child to have a certain type of AT device. “The inclusion of AT in a home represents a significant change for many families. Providing AT for students with disabilities requires new role behaviors on the part of the children, and new interaction patterns between those children and other family members” (Parette, VanBiervliet, and Hourcade, 2000).

While the questions still linger about cost, training, and how to best use AT devices, my basic questions have now been answered, and the first part of my search is complete. Along the journey my eyes were truly opened as to the meaning of technology. After my research, I thought about Matthew again. I asked myself if a big, fancy system with a microphone and speakers would be feasible? Could he take it from class to class to use? Would he know how to operate the system? Or was there something out there that was less costly and more usable? One of the biggest misconceptions I had was that technology meant computers. I realize now that Matthew did not need a big, fancy computer system. I read about a keyboard with enlarged letters that would help with Matthew’s handicap. I know that Matthew may only need a modified keyboard with bigger keys in order to help him with his school work. I also know that computer technology is not always the answer to our educational problems. Sometimes the solution is as simple as an everyday drinking straw.

References

Ashton, Tamarah. (2000, Winter). Assistive Technology. Journal of Special Education Technology, 15 (1), 57-58.

Bryant, D.P., Bryant, B.R., & Raskind, M.H. (1998, Sept.). Using assistive technology to enhance the skills of students with learning disabilities. Intervention in School and Clinic, 34 (1), 53-58.

Computer and Web Resources for People with Disabilities (3rd ed.). (2000). Salt Lake City, UT: Publishers Press.

Heward, William. (2000). Exceptional Children An Introduction to Special Education (6th ed.). Upper Saddle River, NJ: Prentice-Hall Inc.

Individuals with Disabilities Education Act – Final Regulations Texas Side-by-Side Document. Retrieved October 7, 2001, from TEA Web site:

Kemp, C.E., Hourcade, J.J., & Parette, H.P. (2000, Fall). Building an initial information base: assistive technology funding resources for school-aged students with disabilities. Journal of Special Education Technology, 15 (4), 15-24.

Merbler, J.B., Hadadian, A., & Ulman, J. (1999, Spring). Using assistive technology in the inclusive classroom. Preventing School Failure, 43 (3), 113-117.

Parette, H.P., VanBiervliet, Alan, & Hourcade, J.J. (2000, Winter). Family-centered decision making in assistive technology. Journal of Special Education Technology, 15 (1), 45-55.

Sutherland, Sandy. (2000, Mar.). Accessing technology. Tech Trends, 44 (2), 29-30.

Smith, S.J., & Jones, E.D. (1999, Apr.). The obligation to provide assistive technology: enhancing general curriculum access. Journal of Law & Education, 28 (2), 247-265.

Zabala, J., Blunt, M., & Carl, D. (2000, Fall). Quality indicators for assistive technology services in school settings. Journal of Special Education

Technology, 15 (4), 25-36.