As a parent of a child with severe physical challenges, I would like to encourage individuals with disabilities and their families to never give up. We are living in a “technology age,” so there is always hope that some new device or piece of equipment will be designed to make our daily lives a little easier.
Assistive technology is a term that is now being applied to the equipment or devices that individuals with disabilities have been using for quite some time, e.g., wheelchairs, walkers, ramps, communication boards, etc., It should also be noted that assistive technology and services are defined in federal legislation.
Being knowledgeable about assistive technology devices and services is not always enough. Individuals with disabilities and their families need to be familiar with the laws, both state and federal, in order to get the equipment and services that they need. Whether or not an individual gets a piece of equipment (for example, a communication device purchased by the school) depends not only on how the Individualized Education Plan was written, but also on families’ knowledge that laws do exist to support education and the use of assistive technology to access that education.
I have tried to provide the appropriate assistive technology for my son during the past 21 years. It has not always been an easy task, especially when my son was very young, and I did not have information at my fingertips! Many times I just had a feeling to go on – an instinct, not knowing if I was making a good choice or not. It has been my experience that appropriate assistive technology can make the difference between:
1) general education placement verses special education placement;
2) being a participant or “doer” versus an observer on the sidelines; and
3) becoming an independent, productive member of society versus a dependent, unemployed member of society.
Since my son depends on many pieces of assistive technology (a power wheelchair, an electronic communication device, computers, software, a bath chair, and a chair lift in the van, to name a few) to get through each day of his life, and that I am fortunate enough to work at a University Center for Excellence on Disabilities, the Indiana Institute on Disability and Community, I would like to share some of my knowledge and experiences with you as others have done for me in the past.
The following pages are primarily an introduction to assistive technology – what it is, what it can do, where to find it, possible funding strategies, and the laws and regulations supporting assistive technology. Many of the ideas and examples in this guide come from personal experience.
What is Assistive Technology?
Assistive Technology is defined in the Technology-Related Assistance Act (Tech Act) as “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” (Tech Act, 1988). Assistive technology can be made at home and designed specifically for an individual, purchased in a local store, or ordered out of a catalog that is targeted toward people with disabilities and their families. Technology can be high tech or low tech. Examples of low tech are ramps, switches, switch-operated toys, communication boards, car door openers, dycem (non-skid material), reachers, roll-in showers, and velcro. Some high tech examples include computers, software, extended keyboards, electronic communication devices, power wheelchairs, and van lifts for wheelchairs.
Assistive technology will not make the disability go away; it can only lessen the impact of the disability (Moore, 1991). Hopefully assistive technology will increase independence and improve an individual’s outlook on life. Assistive technology can help students access their education, as well as enable adults to secure a job. Individuals with disabilities can become an integral part or their community – from education to leisure activities to work – with the appropriate technology.
However, assistive technology is not without its problems or barriers. Many times the devices that are needed are very expensive and resources are not readily available; or the equipment is purchased and no training or support system is in place to show the individual how to use it effectively; or the device simply breaks down and needs to be repaired (Moore, 1991).
Considerations Before Purchasing Assistive Technology
Since assistive technology can be very expensive, here are some considerations to think about before purchasing an assistive device:
- Do some research on the equipment that you are thinking about purchasing
- Find out all you can about it. If possible, contact individuals that have used this product and find out what they think about it.
- Always consider the needs of the individual that will be using the technology and get his/her input as to what he/she prefers, can use, will use, etc.
- Equipment should not be purchased just because it is available; there should be a need.
- Does the individual have any previous experience using a similar device?
- What kind of warranty comes with the product?
- Does the individual have any challenging behaviors which might interfere with the use of the equipment? (For example, does the individual throw things when he/she is frustrated or angry?)
- How much does the device cost? Is funding from an agency an option?
- Is a high tech product really necessary or can a low tech device achieve the same results?
High Tech Assistive Technology: Computers, Adaptations, and Software
Computers have become an important part of many people’s lives, and they can be particularly beneficial for persons with disabilities. Computer systems and the adaptations that are available can give an individual with a disability greater independence in their home, as well as help that individual succeed in school and in the work force (The Alliance for Technology Access, 1994).
There are many ways to access a computer (you do not necessarily need the use of both hands), including switches, enlarged or extended keyboards, touch screens, voice activation, braille keyboarding, keyguards, and different types of “mice”-just to name a few (Church and Glennon, 1992; The Alliance for Technology Access, 1994). The type of personal computer chosen should depend on the user’s preferences. The computer platform or environment, i.e. Macintosh, IBM or compatible, can be adapted or modified to the user’s needs.
Macintosh computers and any “PC” (personal computer) that use Windows 95 (or newer) will have accessibility features built into the control panel. For Windows users it is called “Accessibility Options” and for Mac users “Easy Access”. If your PC does not have Windows 95 or newer, there is a piece of software available, AccessDOS, that is comparable. The accessibility features include such things as mouse keys, sticky keys and repeat keys. Mouse keys change the number pad into mouse keys, if an individual cannot use the mouse; sticky keys allow the computer user to depress one key at a time, for instance when making a capital letter; and repeat keys modify the rate at which the key would repeat itself if the key were depressed for a period of time.
There are many types of software or programs on the market now-some are better than others. Again, personal choice or preference of the individual with disabilities should be taken into consideration. The software programs can be on 3.5″ disks (a hard disk) or a CD (compact disk). New CDs are usually compatible with either Mac or PC. (Before purchasing any software, disk or CD, make sure it is compatible with your computer.) The programs can be in game format or like a textbook. Software can be purchased locally in stores, ordered out of catalogs or the internet. Whole sets of encyclopedias, atlases and dictionaries are available. Software can have sound including music or speech that reads what is written. Educational software can include language arts, mathematics, social studies, science, etc. There are typing programs as well as programs designed to help prepare you for tests, like the SATs. Programs are available to help teach reading to children and adults. There are word processing programs that will read aloud what you have written and word prediction programs. Software can also be recreational, help with communication, vocational needs and/or environmental control (Church and Glennon, 1991).
Computer Access Examples
There are many ways to access a computer if an individual is unable to access it in a typical way, due to physical, visual and/or other impairments. The following is a list of computer access examples to help give you an idea of the many adaptations that are available for computers. It is by no means a complete list. The important thing to remember is that almost everyone can use computers, using some sort of modification.
Touch windows
Mouse alternatives: Trackball, Trackpad, Mouse keys, Joystick mouse
Switch Input, like Ke:nx
Switches (plate, button, sip and puff, etc.)
Keyguard
Alternate keyboards, including miniature and/or enlarged, programmable (like Intellikeys), and on-screen keyboards
Overlays
Key labels
Braille input and output
Voice recognition or input and output
Scanner
Electronic pointing devices
*Provided by:
What is Assistive Technology?
A Basic Guide for Individuals with Disabilities and Their Families
Third edition, ©2004
By Sharon Hauss, Family Support Specialist