Assistive Technology

Tennessee Assistive Technology Resources

2008-04-10T03:22:00Z

(TTAP) Tennessee Technology Access Program increases access to, and acquisition of assistive technology devices and services.. (TTAP) uses for core programs: Funding Assistance, Device Demonstration, Device Loan and Device Reutilization, TTAP and a network of five assistive technology centers help the disabled and their families get the tools needed for independent living. This provides them with the freedom to live where they choose. For more information, contact TTAP Tennessee Technology access program Citizens Plaza State Office Building , 14th Floor 400 Deaderick Street Nashville, TN 37243-1403 Phone: 615-313-5183; Toll Free: 1-800-732-5059 TTY: 615-313-5695; Email: TN.TTAP@state.tn.u

Federal Government Assistive Technology Resource

2008-04-10T02:47:00Z

U.S. Office of Personnel Management Federal Employment of People with Disabilities You are able to access relevant information for the recruitment of, employment, and retention of individuals with disabilities by the Federal Government. Federal and state laws are also included. http://www.opm.gov/DISABILITY/ U.S. Office of Personnel Management 1900 E Street NW, Washington, DC 20415 | (202) 606-1800 | TTY (202) 606-2532

Assistive Technology Resources in Middle Tennessee

2008-04-10T02:35:00Z

Buffalo River Services, Inc. – is a non-profit agency dedicated to supporting people with disabilities in Wayne, Lewis, Perry and Lawrence counties. Buffalo River Services develop Individualized Service Plans which are a primary working principle to maximize community involvement and natural interpersonal support systems, whenever possible, in the interest of both the customers and the larger community. Individual Support Plans may include, but are not necessarily limited to, some or all of the following issues: Housing and Residential Needs Training, Employment and Employment Support Transportation Recreation Health, Medical Treatment and Medication Habilitation and Personal Assistance Services Behavior Support Plans Individual Crisis Plans Direct Services that are provided: Individual Support Plan (ISP) Facilitate Development of ISP Co-ordinate Implementation Monitor Facilitate Subsequent Revisions Day Habilitation Services Supported Employment Services Community Participation Program Residential Habilitation Services Housing (single room occupancy, sheltered apartments, and supported living) Personal Assistance Services Assistance in Securing Respite Services Advocacy and Training Advocacy for Persons with Disabilities and Support Providers Training Regarding Human Rights, Legal Issues, and Support Services Related to Persons with Disabilities Contact Information: ADDRESS: BUFFALO RIVER SERVICES, INC. P. O. Box 847 Waynesboro, TN 38485 PHONE: (931) 722-5401 Alisha Morrow, Accounting Assistant a lisha brs@netease.net Kelly Ray, Executive Asst. k elly brs@netease.net Amanda Thompson, Administrative Asst. amandat brs@netease.net Kristy Hickerson, Senior Accounting Clerk k risty brs@netease.net Linda Smith, Payroll Clerk l inda brs@netease.net Amanda Lester , Program Director Wayne County Day amanda brs@netease.net Joann Brewer , Program Assistant Wayne County joann brs@netease.net Sandie Morgan, Finance Director sandiebrs@netease.net Teresa Folger, Program Director Wayne County Residential t eresa brs@netease.net Jodi Weighmink, Program Asst., Wayne County jodibrs@netease.net Matthew Lineberry , Program Director Lawrence Count y matthewbrs@netease.net Marcella Pitta, Employment Coordinator and Training Specialist marcellabrs@netease.net Mary Staggs, Program Coordinator Special Services marystaggs@bellsouth.net Access Services of Middle Tennessee Also Known As: Technology Access Center (TAC) 2222 Metro Center Blvd, Ste 126 Nashville, TN 37228 GENERAL INFORMATION Contact: Megan Hart, Community Relations Coordinator Telephone: (615) 248-6733 Fax: (615) 259-2536 E-mail: megan@mindstate.com Web Site: tac.ataccess.org Who We Are Access Services of Middle Tennessee operates the non-profit agency, Technology Access Center. The Technology Access Center (TAC)is a community resource designed to connect children and adults who have disabilities to technology. Location(s) Served Middle Tennessee

Assistive Technology and Ethical Standards of Practice

2008-04-10T00:17:00Z

Any and all professionals have a certain code of ethics they must follow. Ethics has a broad definition. It is defined as standards of conduct related to a specific profession. The Council for Exceptional Children Code of Ethics applies for special educators. Professional standards consider the legal and ethical aspects of practice. Professional Organizations Related to Assistive Technology The mission statement and code of ethics for AT was adopted by (RESNA) Rehabilitation Engineering and Assistive Technology Society of North America. RESNA improves the potential for disabled people to achieve their goals by using technology. It serves that purpose by promoting research, development, education, advocacy, and provision of technology. It also supports people involved in these activities. http://www.resna.org The Council for Exceptional Children (CEC) is the largest international professional organization. The CEC sets professional standards, provides professional development and helps professionals obtain resources necessary to effective professionally practice. This is only a partial list of services by the CEC; for a full list please visit: http://cec.sped.org/ps The CEC advocates and upholds those of us who work with disabled children. The standards set by the CEC help build trust with the public. These standards also ensure that individuals working with special needs children are qualified to practice safely and effectively. The IEP team is responsible for ensuring that everyone follows ethical standards and practice when deciding on AT implementation. Professional development helps special educators stay current in the field of AT. Special educators should subscribe to a professional publication and/or be a member of a professional organization. The CEC reminds professionals that information about the students, their disability and family must remain confidential. (FERPA) the Family Educational Rights and Privacy Act gives parents certain rights about their child's educational records remaining confidential.

Assistive Technology for Distance Learning

2008-04-09T23:16:00Z

Distance Education is becoming more widely used. It is great for those who are unable to attend a class. Distance education is planned learning that occurs in a different geographical location than the instruction. Distance education requires a well-planned system of instruction and communication. Accessibility for disabled students is also a must. Distance teaching is the pedagogical elements that the teacher uses in delivering instructions to the places where they aren't physically. Distance learning is from the perspective of the students. It is closely related to distance teaching. Real-time distance education allows students who are hospitalized or otherwise unable to attend school to receive an education. Distance education is primarily heard of at the college level, however, elementary and secondary institutions use it also. "Asynchronous" distance education allows student to use their time to learn at their own pace. To keep the student included in school activities and learning there should be e-newsletters, web pages and homework hotlines available. Issues in utilizing distance education: accessing equipment training how the student will be assessed Online courses allow higher learning institutions to provide an educational opportunity to a broader section of the population. Online distance learning is also effective for disabled students who may be unable travel to or access a campus. Online courses use virtual tours in their teaching. Classroom teachers can also utilize virtual tours. Webquest is a wonderful tool that is structured and scaffolded to assist students in their research. It involves utilizing the Internet which is overflowing with information that is easily accessed. Universal Design for Learning (UDL) enhances the design of products by making them usable to more individuals of varying abilities. SECTION 508 of the Rehabilitation Act Amendments requires electronic and information technology be accessible to those with a disability. Web Accessibility Tools Web Access Tools http://trace.wisc.edu/world/web Evaluation Tool http://validator.w3.org A FREE service that checks web documents for conformance to W3C recommendations and other standards.

Assistive Technology for Transition to the Adult World

2008-04-09T03:04:00Z

Transition planning prepares students with disabilities to actively and successfully live and participate in their community and workplace. Many students who don't have transition planning experience unemployment and underemployment after leaving the postsecondary setting. All domains are focused upon including those that promote a quality of life in: the residential environment employment social and interpersonal networks The Individualized Transition Plan (ITP) must be in effect when the student turns 16 years of age. The planning can and generally does begin at age 14. To be able, to better address all issues and concerns related to Assistive Technology and transitioning that may arise; planning should begin early. If Assistive Technology is not planned for; the student may face barriers in the adult environment. The student may not be receiving the proper amount of training or a follow-up once the equipment has been implemented . They may eventually stop using the AT and/or funding could become an issue if not already. The student may not qualify for accommodations once in the postsecondary setting and workplace. Preparing for the Postsecondary Setting In preparing the disabled student for the postsecondary setting, there are several issues that should be addressed. the student must have opportunities while in secondary education to understand themselves and their disability in relation the services and support needed. secondary programs must develop models of assistance that are individualized to meet the needs of the student with a disability in the postsecondary setting. It should be explained that some AT will be used only for a short time period and some will be ongoing. postsecondary education supports and services must be managed and coordinated by the student and the IEP team if provided by agencies other than the secondary and postsecondary education institutions. Vocational (VR) services are typically a part of the IEP team in which their primary goal is integrating competitive employment for disabled people. the IEP must ensure that the resources, accommodations, modifications, services, and supports required in the postsecondary education programs transfer from the secondary education setting to the postsecondary education environment and then eventually to employment. The secondary setting offering AT training is essential to proper use of AT in the postsecondary environment. Students should receive training in Self-advocacy and Self-determination. Students must advocate their needs in the postsecondary setting. Documentation for accommodation needs must also be provided. Assistive Technology may also be needed in the workplace. Transition must also be planned for from the postsecondary setting to the workforce. (SCANS) The Secretary's Commission on Achieving Necessary Skills was established to advise the Secretary of Labor on the necessary skills for employment. When the IEP team is deciding upon transition they must consider the individual student and family needs, strengths of the family, and the student's preferences and interests. Guidelines for Transition to Employment Supported employment is provided to severely disabled individuals. The employment is supported through intensive services, supports, and extended time to perform work responsibilities. A job coach working directly with the student to teach them specific tasks is an intensive service. An adapted computer keyboard such as a keyboard on the monitor or a keyboard that requires only one hand is an example of an intensive support. The federal government provides money to the disabled for the basic needs such as food, clothing and shelter. The money is called Supplemental Security Income (SSI). The Americans with Disability Act (ADA) gives disabled individuals the right to choose when and if to divulge any information related to their disability. Disabled individuals must understand when it is appropriate to share this information. The Internet should be utilized to search for employment and communication. Resources for Transition Job Accommodation Network is a consulting service designed to increase employability for people with disabilities. http://janweb.icdi.wvu.edu/ Supplemental Security Income website: http://www.ssa.gov/ Internet Resources for Students in Transition http://cat.buffalo.edu/transition Disabled persons need to acquire social skills in order to be successfully employed. Communication plays a huge role in developing relationships and participating in leisure activities. TOOLS FOR TRANSITION ATA: The Alliance for Technology Access http://www.ataaccess.org/ NARIC: National Rehabilitation Information Center http://naric.com/

Assistive Technology for Sensory Impairments

2008-04-07T23:58:00Z

Low-incidence disabilities occur relatively infrequently in the general population. All sensory impairments can have an impact on how a student learns. A major factor in determining how the student communicates and learns is the age of onset. Visual Impairments Visual impairment is a low-incidence disability. Children use their sight to learn and no two children see the same way. Congenital vision loss occurs before or at birth. All visually impaired students require individualized and specialized instruction. The relationship between the student's vision, learning, and how their disability affects their educational performance is a visual impairment. Functionally blind students have very little vision and learn primarily through auditory and tactile senses. National Association for Parents of Children with Visual Impairments http://www.spedex.com/napvi The National Association for Parents of Children with Visual Impairments (NAPVI) is a nonprofit organization of, by, and for parents committed to providing support for children who have visual impairments. This site has a list of NAPVI chapters, publications, a parent directory, and useful links. Lighthouse International is a leading resource worldwide on vision impairment and vision rehabilitation. The Lighthouse distributes FREE information regarding vision loss. Links include research, products, publications, and vision resources. Hearing Impairments There is a difference between hearing impaired and deaf. Hard of Hearing refers to those who have hearing impairments that affect educational performance but allow some linguistic information to be processed aurally, with or without amplification. Deaf refers to students who have a hearing impairment so severe they are unable to understand speech even with amplification. Students can also have dual-sensory impairments. These students communication, developmental, and learning needs are so severe that they cannot be educated in special education for only vision, hearing, or multiple disabilities due to the nature of the dual,concurrent disabilities. Deaf-blindness is a dual-sensory impairment. These children do have some functional hearing and/or vision. Assistive Technology for Vision Impairments Computers can be equipped with hardware to support software that reads the screen aloud. Resources for Vision Impairment: American Printing House for the Blind, Inc. (APH) http://www.aph.org/ The APH is a nonprofit organization that promotes the independence of the visually impaired by providing specialized materials, products, and services needed for education and daily living. APH provides technical support for its electronic products. Assistive Technology for Hearing Impairments Cochlear implants are electronic devices designed to provide enhanced sound detection and the potential for greater speech understanding to children with severe or profound hearing loss in which hearing aids provide no benefit. Hearing aids provide sound amplification. Did you know a child as young as 4 weeks old can be fitted with a hearing aid? Assistive Technology for Hearing Impairments Captioned Media Program (CMP) CMP provides a FREE loan program of more than 4,000 open-captioned media in the form of videos, CD-ROMS, and DVDs. Materials may be borrowed by and for anyone who has a hearing impairment. http://www.cfv.org/ Speech-to-text transcription or translation is becoming more prominent because it offers a hearing impaired student access to real-time presentations. This technology allows the student to be included in the general education classroom. A trained captionist types the teacher's instructions and students comments into a laptop computer using a shorthand code. The Nemeth Code of Braille Mathematics and Science Notation allows visually impaired students access to mathematics. Materials for other academic areas such as Science and Social Studies must be presented to the child in Braille if they are a Braille reader.

Assistive Technology for Communication

2008-04-07T22:33:00Z

Communication is a complex process. Communication skills begin in the prenatal stage and continue throughout the child's developmental period and beyond. Exchanging information is a reciprocal process of expressing receiving information, feelings, ideas, wants, and needs. Seeing, hearing, speaking, reading, writing, signing, and are all forms of communication. The formal code of abstract symbols used by a group of people to communicate is what we call language. Language consists of: Phonology Morphology Syntax Semantics Pragmatics Speech is forming and producing oral language. We enhance or using gestures, manual signs, picture symbols, or written symbols. Four separate physiological processes produce sound: respiration phonation resonation articulation The most severe type of Language Impairment is Aphasia. Augmentative and Alternative Communication devices (AAC) are the combination of communication tools available to any individual. These devices may enhance, supplement, or replace conventional communication methods. Augmentative devices are used to help utilize the communication a student already posses. Alternative communication devices bypass the oral system altogether. Choosing a type and method of AAC depends upon the student's physical, cognitive, sensory, and receptive communication skills. Students can use scanning, encoding, and direct selection to make their message known. To communicate, students use implementations. They fall into five categories: unaided fundamental simple electronic fully independent fully electronic and portable AAC systems utilize symbols to represent messages the students are trying to convey. The symbols range from one word to a full sentence or several sentences. Communication systems can be either no-tech, light-tech or high-tech. No-tech does not require any AAC device. It can be a simple head nod. Low-tech devices are generally made using classroom materials. These devices require no power. High-tech devices typically require power but can still be simple use. Strategies for using AAC devices : Provide a supportive environment. Challenge the student. Keep communication open among team members. Take an active role. Check the IEP/IFSP and the transition plan language. Try simple strategies first. The Speech-Language Pathologist (SLP) provides one-to-one therapy to the student. The SLP should be part of the student's IEP team in order to select the most appropriate AAC device. The SLP can work with the student in the general education room not just in the special education room. Accomodations and modifications also have to be made for students with poor motor skills. These deficits affect their handwriting ability. The utilization of computers enable students to develop their written expression and participate in classroom activities.

Assistive Technology for Positioning and Mobility

2008-04-07T01:07:00Z

For progress to be made within the general education curriculum, physically disabled students require services for accessibility to the school's physical environment, general education curriculum, extracurricular activities. The general education curriculum is accessible by: positioning, wheelchair design, and mobility aids. When the IEP team is considering AT it is important to determine how the student will be positioned. Proper positioning helps with muscle tone, visual efficiency, postural support, and compensates for physical deficits. The Occupational Therapist or Physical Therapist should be a member of the IEP team for students requiring positioning and mobility devices. Where the equipment will be utilized is an important determination for acquiring AT for the student. Adaptive equipment should allow students to socialize in a normal setting with their peers. The devices shouldn't draw attention to the student or make them feel uncomfortable. Did you know something as simple as a beanbag can be used as a positioning aid? Mobility aids have a primary goal to provide the student with the most independence and best quality of movement in the most efficient way. Self-directed mobility expands a student's opportunity to interact with their physical and social environments. One size does not fit all when considering mobility aids for students. Many factors must be taken into account such as the student's age, abilities, endurance, home life, social and work environments, funding abilities, school placement, and individual preferences. To select the most appropriate mobility aid, you must begin by receiving input from the student, the PT, OT, doctors, parents, siblings, and teachers. VISIT http://www.invacare.com to find out more information on wheelchairs and other mobility aids.

Assistive Technology for students with high-incidence disabilities

2008-04-06T23:54:00Z

High-incidence disabilities include learning disabilities, mild mental retardation, and emotional or behavioral disorders. Most of these students are educated in the general education classroom. Students with mild mental retardation are those who have deficits in intellectual functioning, adaptive behavior, and developmental abilities. Specifically learning disabled children exhibit unexpected differences in ability and achievement. Students who have an emotional disturbance exhibit one or more of the following characteristics over a long time which markedly and adversely affects their education: inability to learn that cannot be explained by intellectual, sensory, or health factors; inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate behavior or feelings under normal circumstances; generally unhappy or depressed mood; and tends to develop physical symptoms or fears associated with any personal or school problems they may be experiencing. Mildly disabled students account for 85% of those receiving services for special needs. AT can provide mildly disabled students with the tools necessary to be successful in learning. Children who are mildly disabled generally have trouble in reading, writing, and math. AT for Reading Resources: The Edmark Reading Program uses a multi sensory approach to teach comprehension and recognition. http://www.donjohston.com/catalog/edmarkdtxt.htm Kurzweil offers printed or electronic text for the computer screen with visual and audible assistance. http://www.kurzweiledu.com/products_k3000win_features.asp AT for Writing and Spelling Resources: Quiktionary II translates and defines words and provides multilingual support. http://donjohnston.com EZ Keys uses dual word prediction that displays a table of the six most frequently used words that begin with the letters the student types when beginning to type a word. http://www.freedomspeech.com/wordsplus.html AT for Math Resources: MathPad enables students to do arithmetic directly on the computer. This program helps students organize or navigate math problems who otherwise strugglt when do them with paper and pencil. http://www.intellitools.com

Assistive Technology for Student Learning

2008-04-06T22:49:00Z

[:D] Assistive Technology may be used to enable children to access their learning environments. For young children AT should be incorporated into the child's daily activities. The AT should consist of devices that facilitate communication, socialization, play, and enhance functional daily living skills. It is important for preschoolers to be involved in activities along with their non- disabled peers.

The IEP team and Parents' Rights

2008-04-06T22:39:00Z

The IEP team plans the student's IEP and ensures its delivery to provide a Free Appropriate Public Education to all disabled students. The IEP team can consist of but not limited to the Special Education teacher, a school administrator, an LEA Representative, parents (the most important team member), school psychologist, counselor, PT & OT therapists, social worker, school nurse, Speech-Language Pathologists, the student and Vocational Rehabilitation members if the student is in secondary education. If you live in Tennessee and have a disabled child; visit this link to find out your rights as a parent/guardian. http://tennessee.gov/education/speced/doc/spedrights.pdf

Early Intervention Services in Tennessee

2008-04-06T21:34:00Z

States are strongly encouraged by the federal government to provide Early Intervention Services. Young children ages birth to 3 may receive Early Intervention Services if they qualify under certain conditions. The IDEA specifically mandates certain criteria for eligibility. These criteria include the need for services due to a developmental delay in one of five developmental domains: cognitive development, physical development, social or emotional development, communication development, and adaptive development. Eligibility risk conditions is another criterion. This is for young children who may have a diagnosed physical or medical condition that may lead to a developmental delay. Low birth weight, identified syndromes, and chronic illnesses fall under this category. Tennessee’s Early Intervention System (TEIS) is the lead agency designated by the state Department of Education to oversee the Early Intervention system and programs within the state of Tennessee. TEIS serves as the initial point of entry in the EI system. TEIS is devoted to providing services to families of children with special needs in the most natural environments, at home and with children of all abilities. http://www.state.tn.us/dmrs/early_intervention/tn_ei_system.html

An Overview of Assistive Technology

2008-04-06T21:03:00Z

Assistive Technology Service is any service that directly assists an individual with a disability in the selection, acquisition, or use of an AT device. Assistive Technology Device is any 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. The EDUCATION FOR ALL HANDICAPPED CHILDREN ACT (EHA) changed education for school-age children with disabilities. In 1990, the EHA was reauthorized with a name change to what we know it as the Individuals with Disabilities Act (IDEA). One result from the reauthorization was the addition of the Individualized Transition Plan (ITP) to the student's IEP. Assistive Technology can be light tech or high tech. The local education agency has a legal obligation to provide the assistive technology devices and services if it is stated in the student's Individualized Education Plan. Assistive Technology that serves more of a medical need than an educational need may be financed through Medicare, Medicaid, and/or private insurance.