Tennessee Assistive Technology Resources

(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

Assistive Technology Resources in Middle Tennessee

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

GENERAL INFORMATION

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

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

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

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.

1. the student must have opportunities while in secondary education to understand themselves and their disability in relation the services and support needed.
2. 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.
3. 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.
4. Vocational (VR) services are typically a part of the IEP team in which their primary goal is integrating competitive employment for disabled people.
5. 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

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

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

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:

1. unaided
2. fundamental
3. simple electronic
4. fully independent
5. 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

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. 

Assistive Technology for students with high-incidence disabilities

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

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

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

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

 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.