State Information for Individuals with a Disability

If you are looking for other resources outside of East Tennessee there are two websites that I recommend in order to help meet your needs. These websites have other links of interest that you can click on.

http://kc.vanderbilt.edu/tnpathfinder/: This website will provide basically every piece of information a family member or an individual would need to know about the laws protecting individuals with a disability, resources availiable, assistive technology, independent living opportunities, etc. This website is abundant of information that will help change lives!

http://state.tn.us/education/speced/selinks.shtml: The State of Tennessee Special Education website has compiled a list of councils, centers, etc. that support and educat individuals with disabilities.

Local Information for Individuals with Disabilities

If you live in East Tennessee here are some useful websites:

• http://www.asaetc.org/: Non-profit organization made up of parents and volunteers. Their mission is to improve the lives of people with autism and to raise self-awareness.
• http://www.patneal.org/pnrc-bisc-1.cfm: The purpose of this organization is to provide services to individuals with brain injuries and their family members. Services include assistance with applying for Social Security benefits, TennCare and insurance issues, and referral to appropriate housing.

• http://www.dsagtn.org/The Down Syndrome Awareness Group of East Tennessee is a volunteered led organization developed to provide information and support to families of individuals with Down syndrome and to raise awareness within the community about the abilities of individuals with DS and the benefits of their inclusion into society The DSG goal is to: educate individuals and families about available resources and programs, host conferences on information pertinent to Down syndromes, organize socials in order for individuals and families to network, and publish newsletters and providing other pertinent information and support.

• http://www.michaeldunncenter.org/whatwedo.php: Michael Dunn provides both day and night services for individuals with disabilities. The daytime services include: Child Care Services and Early Intervention Services, providing education for children with disabilities, providing job opportunities in the community, and, providing supportive care and a social network for adults with disabilities. Night time services include: serving the needs of individuals with a wide range of needs in home settings, providing homes and meals in group homes with around the clock staffing, and coordinating foster care opportunities for families who want to support someone with a disability in need of a loving home

• http://kc.vanderbilt.edu/tnpathfinder/searchdb/dbresults.aspx?all=off&county=Roane&sdesc=All: On this website you will find all sorts of other weblinks that will best match your needs. You will find resources and services available that will fit any needs.

Assistive Technology for Distance Learning

Distance education helps meet the educational needs of individuals with disabilities. With distance education various learning styles are able to be reached. The key components of offering distance learning and assistive technology are distance learning and distance teaching. Distance teaching is defined by the instructor not being physically present to deliver instruction to a student while distance learning is must have access to the technology that allows them to interact with the instructor and benefit from the instruction. They both go hand in hand.

Distance teaching may be delivered through two methods: real-time teaching and asynchronous teaching. Real-time teaching allows students to participate from home, hospital, or another location while the activities occur. Asynchronous teaching allows students to learn at their own pace in their own time.

With distance learning poses both benefits and problems for students with disabilities. Technology can be designed to fit the needs of individuals with disabilities but it can also be a tedious endeavor to fit for distance learning. There are several things to consider such as the equipment needs, training for faculty, and accessibility issues. To meet the equipment needs for students with low-vision needs a text-to-speech software may need to be utilized. If the student has a motor skill impairment then a adaptive keyboard may need to be considered.

Assistive Technology for the Transition to the Adult World

The transition process is designed in order to prepare the students to live successful lives. It is to identify the student’s “strengths, abilities, deficits, interests, and preferences” (Tennessee State Transition Manual, page 5). Transition services are designed to facilitate the child’s movement from school to post-school activities. These activities can include post-secondary education, vocational training programs, employment, adult services, independent living, or community participation. “The IEP planning process allows us the freedom to dream with our students, to give them something to work toward and to hope for, and that meets both the letter and the spirit of the law” (Tennessee State Transition Manual, page 8).

Second of as a parents you need to know the rights of their child. According to IDEA, 2004, requires transition services to be included in the first IEP when the child turns 16 years of age. The student is also entitled to be invited to the IEP meeting. Thirdly, you need to know the extent of your rights. Two websites that help with these are:

• http://www.challengedfrc.com/Transition%20Strategies%20for%20Parents.pdf
• http://tennessee.gov/education/speced/doc/71907transmanpdf.pdf

Parents have the right to know of the opportunities that their child has in their future. There are numerous of websites that provides strategies of the possible paths that the IEP team may deem appropriate. These strategies include the following websites:

·         www.ssa.gov: Inform the parents of any potential long-term benefits such as Supplemental Security Income.   

·         http://www.jan.wvu.edu/: Job Accommodation Network was created to employ individuals with disabilities. This network also provides family members and other interested parties with information on job accommodations, self-employment and small business opportunities and related subjects.

·         http://www.ncset.org/about/default.html: Provides families with the opportunity of sending youth with disabilities to a secondary education.

Assistive Technology for Sensory Impairments

Low-incidence disabilities occur relatively infrequently in the general population. Low-incidence disabilities usually refer to visual impairments, hearing impairments, or deaf-blindness.

Visual Impairments:

One in 200 children ages 6 to 21 receive services for visual impairments. All have individual characteristics and differ in abilities: developmental rate, and social skills. One commonality is that they al have less than functional vision which interferes with access to the general education.

·         Congenial: means vision loss before or at birth.

·         Adventitious: loss of vision usually by the result of diseases or accident.

Assistive Technology for Communication

A speech impairment can damper a student's ability to interact with their peers and to learn the topics that are being covered in the classroom. Sometimes students need to be paired up with an augmentative and alternative communication (AAC) device. The augmentative communication systems are used to help students utilize the communication the student has. An Alternative communication system is one in which the oral communication system is bypassed altogether and another form is used.

These devices range from No Tech, Light Tech, and High Tech. The No Tech options are used in the event the student can indicate their needs and wants without the use of a device.

Light-tech devices is a communication system which is designed usually by a staff member at the school and may or may not  require a power source. Communication boards are an example of a light-tech device. These boards show activities that the student will participate in throughout the day. These activities are usually represented by pictures. During the completion of each activity the student can mark each task so they know what to do next. Choice boards are another example of a light-tech device. It is similar to the communication board because student uses pictures to indicate a desired choice activity.

High-tech devices actually require a power source and are usually expensive. An example of such device is the text-to-speech device which allows the student to type words or phrase and the device will essentially speak the word written.

All devices are created to enhance student performance and participation in a general education setting. All the devices should be selected based on the need of the student. No-tech and low-tech devices should be considered first and foremost. An AAC device cannot replace the impact that a teacher can have on the student’s success in communication and language development. Teachers need to encourage students to respond verbally whenever it is most appropriate.

Some links for Keyboards:

• http://store.frogpad.com/merchant2/merchant.mvcScreen=PROD&Store_Code=FrogStore&Product_Code=BLMAC2500R&Category_Code=ALL:  The FROGPAD encourages children, in a fun and exciting way, to identify and locate their alphabet. It is also known to assist students in improving their typing ability. The goal of FROGPAD, is that students with physical impairments will be able to type 40 words per minute. It allows students with disabilities to keep up at the pace as their classmates eliminating any feelings of isolation. The keys on the pad are full sized and they are arranged to specifically improve typing skills.
• http://www.keybowl.com/kb/index?page.how: This keyboard removes the barrier between the typical keyboard/mouse combination. People who benefit from this keyboard includes hand and finger injuries, limited fine motor skills, reduced finger function and other cognitive and physical challenges.
• http://www.ergodirect.net/index.asp?PageAction=VIEWPROD&ProdID=366&HS=1: The keyboard can be adjusted to fit three different angles: 20, 30, or 45 degree angles. The three sections can be spaced up to 6" apart
  to meet the specific needs of the individual user.

Some links for AAC devices:

• http://www.words-plus.com: This website provides communication devices that are easy-to-use and portable.
• http://www.dynavoxtech.com : Retailer provider that provides solutions for individuals with communication and learning challenges.

As an educator, I suggest that if your child has a communication disability that you take these websites provided and search the endless possibilities to help assist your child.

Assistive Technology for Positioning and Mobility

When purchasing assistive technology the first and foremost question to ask before selecting assistive technology for your child must first be, “Is it going to meet the needs of my child?” Before the purchase of any assistive equipment it is very important to study the device first. Look and see what positions your child will be in and look to see if it requires any movement. Assistive equipment is not a one size fits all so keep in mind the child’s age, the project growth, the environment the equipment will be used in, and then the accomplishment goals. The lowest technology on the continuum should be suggested first. Make sure that all assistive devices will help accomplish the desired goals of the child.

It is important for classroom teachers to be aware of the proper positions of the child, which should be changed every 20 minutes. For maximized participation the student needs to be positioned comfortably. The student should be included throughout the lesson, not isolated and the talents and ability of the student should be applied.

There are many things which may help be beneficial for your child. Mobility aids are not a one size fits all and many factors need to be taken in account. As a parent, you know what is best for your child.

Assistive devices and daily living aids: www.disabilityproducts.com

Seating and Positioning devices: www.varilite.com_products_detail.aspx?prodID-6

AT for students with high-incidence disabilities

What disabilities do you think of when you hear "high-incidence disabilities?" Do you think of individuals who can function on a high level? Do you think of the more severe disabilities? Well, put all pre-conceived notions aside. High-incidence disabilities are called by this term because of the large number of individuals under this term. These can include mild learning disabilities, mental retardation, and emotional and behavioral disorders. Children with mild learning disabilities learn at a much slower rate and the deficits last across ones life. Students with high-incidence disabilities receive all or most of their education in an general education setting.

Many people think of the term assistive technology as to “technology.” Well, AT refers to any adaptive device which aids in an individual to function at the highest level in their surroundings. Children with high-incidence disabilities may require the use of assistive technology. Students with mild disabilities may need technology in order for them to be successful in subject areas such as: math, spelling, reading, writing, and basic skills such as organization.

The following websites may be useful:

• http://www.intellitools.com/ Curriculum tools to support students with physical, visual, and cognitive disabilities.
• http://www.donjohnston.com/ Translates and defines words.

A great website for accommodations which can be applied at school or home is: http://www.valdosta.edu/coe/ecre/ATRB/AT_considerati_resource.htm. Some great tips to try at home are:

· For improved writing try pencil grips, place the paper on a 2 inch binder (for the slant), or a word processing document.

· For improved spelling the child can create their own picture dictionary or a handheld spellchecker.

· For improved reading skills tape record the stories and let the students listen to the book on tape. Then they can go back and read with the voice on the tape to build fluency. If the child seems to be mixing up letters (resembling dyslexia) or the letters “move” on the page color overlays may improve their reading.

Assistive Technology for the Young Child

There are several categories referring to preschoolers with disabilities. They are:

· Mental retardation

· Hearing impairments

· Speech impairments

· Language impairments

· Visual impairments

· Emotional disturbance

· Motor impairments

· Deaf-blindness

· Autism

· Traumatic Brain Injury

· Developmental delayed

· Multiple disabilities

If your child is a preschooler with special needs then they may qualify for an Individualized Family Service Plan. This plan focuses on the interventions for both the family and the child. It is focused on providing assistive technology, if necessary, in order for the child to function in a family setting.

The following website is a direct link to the Tennessee Early Intervention System. http://state.tn.us/education/speced/TEIS/ 

The agency in Knoxville is located at:  

10521 Research Dr.

Suite 100

Knoxville, TN 37932

The phone number is (865) 974-2838.

Evaluating Assistive Technology for Classroom Use

As a parent you deserve to know your rights. The following website is written for parents who have children with disabilities. It allows you know become familiar with terminolgoy which may be used in the future. http://www.tennessee.gov/education/speced/doc/103107ATParentG2.pdf

If your child is entitled to special education services a team will be form called an IEP (Individualized Education Program) team. This team consists of several members which all play a vital role to your child's education. The team members are:

• Assistive Technology Specialist: They conduct a complete Assistive Technology assessment in order to determine the correct devices needed.
• General Education Teacher: They can provide documentation on the student's performance and also knows the grade level curriculum.
•  Special Education Teacher: They lead the meeting by initiating the time. They are familiar with the types of disabilities and ways to accommodate the needs of the student.
•  School Administrator: This is usually the principal whose job is to oversee all the programs within the school.
•  Local Education Agency Representative: This person speaks on behalf of the school system.
•  School Psychologist: Gives the needed assessments and will interpret results. 
•  Occupational Therapists: Gives appropriate services based on fine-motor and visual-motor skills.
• Physical Therapists: Gives appropriate services based on gross-motor skills.
• Speech and Language Pathologists: Gives appropriate services related to speech and language.
• Parents: You play an important role of this team. Parents need to be involved in their child's education and you know them better than anyone. Parents need to provide support across all environments including home and school.

An IEP meeting can be intimidating but remember everyone is here because they have the best intentions in mind for your child.

Assistive Technology: A Brief Overivew

Helpful Information for families: I am providing information I feel may help families who have children with special needs.

• 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 following website can help parents find financial assistance and possible help in providing assistive technology.   http://trace.wisc.edu/archive/fintech/fintech.html gives families, which children who have special needs, a list of possible resources to provide financial assistance
• 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.
• Medicaid may help finance technologies required. SSI may provide financial assistance for individuals with a disabilities.
• All students, regardless of disability, are expected to move forward in achieving the curriculum standards which are set by the state.