| 2007 AT Institute - Autism & AT with the 2007 Institute Faculty |
Whether autism spectrum disorders are truly on the rise, or we are “merely” doing a better job of identifying and assigning diagnoses is an issue on which disability professionals disagree. Even the definition of “autism spectrum disorders” is a fluid one and one that is subject to debate. Asperger’s Syndrome, for instance, is considered by some to be the high end of the autism spectrum while others believe that, while it has some shared behaviors, it is a separate disorder, not to be considered on the spectrum. Until distinguishable chemical and/or physiological markers are identified, we will not be able to resolve these debates. What we do know, however, is that virtually every school system in the country is facing increasing numbers of students who have been identified as having one or more autism spectrum related disorders. The goal of this discussion is to help the parents, teachers, therapists, and other professionals whose role it is to contribute to the academic and personal growth and well-being of those children, by sharing information about the ways in which assistive technology (AT) can provide support. Autism spectrum disorders are neurologically-based. They potentially affect speech, gross and fine motor skills, sensory integration, socialization skills, self-regulatory functions, and cognitive abilities. They are sometimes complicated by co-existing conditions (or “comorbidities”) such as obsessive-compulsive disorder, attention deficits, or hyperactivity. As with any “spectrum” disorder, autistic children display a wide range of challenges and abilities and thus we can not make global assertions about AT “for children with autism.” No individual challenge exists in a vacuum; an AT suggestion for a child with a specific academic challenge will have to be viewed through the filter of the child’s other issues, as well as their available support system and personal preferences. An AT assessment can become quite complex, therefore, if it is to truly meet the unique needs of an individual child. One of the things to keep in mind as you consider the possible benefits of a piece of AT equipment or software is that while certain aspects of the tool may help one problem, other elements may exacerbate a co-existing problem. For instance, a computer-based program that works with a child on developing appropriate social responses may include a response reward that involves flashing lights and a loud noise which may seriously disturb him. Just as there is no universally agreed upon definition of autism spectrum disorders, there is disagreement in the disability field about the definition of “assistive technology.” Most often, one reads the standard legal definition – “ "any item, piece of equipment, or product system whether acquired commercially of the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities." It’s useful to be familiar with that definition, as it’s the one used in the Individuals with Disabilities Education Act (IDEA) and therefore is the one involved in federal funding initiatives. In practical terms, however, there is disagreement about the extent to which AT should include items such as calculators, personal digital assistants, laptops, and other pieces of equipment in widespread consumer use. Some maintain that, while an item may be an optional luxury for someone (the student could perform as well or nearly as well without it) it should be considered assistive technology if it allows a child with a disability to perform a task that s/he could not otherwise perform. Obviously, there are fine lines and, when budget issues come into play, they can become contentious. In this discussion we will not impose restrictive definitions. Each of the five faculty members has his or her own opinions based on many years of research and experience in the field. Likewise, we have over 550 registered participants, from 48 states, two territories and 3 other countries. It should make for a rich and diverse discussion.
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| 2007 AT Institute - Transition & AT with the 2007 Institute Faculty |
In the disability community, the term “transition” has traditionally referred to the period of time during which a child is prepared to leave high school and move into a post-secondary school, job, or community living. The actual age at which school systems have been legally required to design transition plans for students with disabilities has ranged from age 14 to 16. (Current federal law requires that such plans are in place by age 16, but many professionals continue to urge earlier transition planning.) In this discussion, we have chosen to take a much broader approach, to include all of the significant points of transition in the life of a child with disabilities. That might begin as early as taking the child home from the hospital and certainly includes transition from the home environment to daycare or pre-school. Other key transition points include the move from elementary school to middle school and then on to high school. At each of these times, AT assessments need to be made; often accompanied by evaluations of previous equipment trials. New people need to be integrated into a child’s support team and information will need to be transferred from those who previously worked with her. New procedures and even new agencies may be in place and thus there is a lot to learn! Transition points are often times of particular stress for families. Just as they thought they had a plan in place, were familiar with the people and places that were important in their child’s life, those things change. Often the assumptions on which a child’s AT equipment had been issued are challenged by those in the new environment and parents find themselves having to start all over, providing medical documentation and other paperwork. Even when everyone is of good will and eager to make the transition a smooth one, bureaucratic rules, funding limitations, and lack of inter-agency communication can create significant setbacks. In this discussion, we’ll share best practices that can make all the difference between a successful and a frustrating transition. We’ll identify the elements that tend to be common among transition phases and discuss their impact on securing and/or maintaining appropriate AT devices and services. (During transitions, AT services can be critically important.) We’ll also look at transition plans and what should go into them. Welcome to the discussion!
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| Assistive Technology in Support of High Incidence Disabilities with Dr. Brian S. Friedlander & George Peterson Karlan |
High Incidence disabilities by definition are those involving the largest numbers of students, by many counts more than one in ten in the average classroom. They are also the students most likely to be in mainstream educational environments with a range of interventions and tools including assistive technology. AT can provide a level of support to make this group of students more independent and to help foster academic achievement.
Throughout this discussion we look at best practices and discuss how schools, students and parents can effectively work together to benefit from assistive technology.
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| Assistive Technology Mediation with Nissan Bar-Lev, Jan Serak and Jeanne Bowman |
In a perfect world, there would be plenty of resources for education and health, we would assess children early and routinely to determine their evolving needs for assistive technology, and schools, families, and insurance companies would reach easy agreement on how to fund AT devices and services. In the real world, however, education and health dollars are stretched tightly, professionals qualified to assess a child's AT needs can be difficult to find, and schools, families, and insurance companies can find themselves at odds concerning the provision of AT devices and services. Throughout the month of February, we'll study and discuss successful means of mediating the sometimes opposing positions taken by schools, school systems and families, as they each struggle to provide a high-quality, free and appropriate public education to children with disabilities. Led by three national experts in the field, we'll look at ways to prevent problems from arising and discuss tools for resolving problems when they do arise. We'll share best practices that have been identified and discuss the implications of the new IDEA on mediation of AT issues. We'd like to hear from you. Please share your experiences, both good and bad, from your vantage point as an educator, parent, counselor, advocate, administrator, SLP, OT or other professional. What techniques have you seen work and which have produced only further discord? What trends do you see developing? What questions do you have for our experts and for each other? We invite you to explore the resources identified in the discussion "links" section. Welcome to the Family Center's February discussion of "Assistive Technology Mediation."
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| Assistive Technology Works: Making Evidence-Based Decisions with Dr. Penny Reed and Dr. Katya Hill |
Not long ago, determining which assistive technology devices were best suited to help people with disabilities was a time-consuming and labor-intensive process of trial and error. Today, parents and professionals can benefit from using a new, more effective method called Evidence-Based Practice (EBP). This method emphasizes using evidence and data to guide decision making about what types of assistive technology equipment and services are best suited to meet an individual's needs. Using EBP requires an assessment team to objectively document the individual's use of AT with a variety of observation methods and to collect relevant data to measure the user's performance. While this may be a daunting process, the information gathered will allow the team to select the assistive technology that will be most useful and effective for an individual. In this discussion, Dr. Reed and Dr. Hill will address the many aspects of using an evidence-based approach and will answer some of the following questions: - How does an evidence-based process help us determine if assistive technology is effective?
- What evidence do we have to show its effectiveness?
- What variables can be measured?
- How do we decide what to measure?
- What are the roles and responsibilities of parents and professionals in this process?
- How do user performance measurement tools, including automatic data collection software, affect the process?
- How do we analyze and interpret the data to determine success and implement the findings?
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| AT and Occupational Therapy with Grace Williams, M.Ed.OTR/L |
Occupational therapists (OTs) are front-line users of assistive technology (AT). In working with children with disabilities, their focus is generally on ameliorating and/or working around the child’s physical limitations. To do so, OTs draw upon many tools. In this discussion, our expert, who oversees the occupational therapy services for the Arlington County, Virginia public school system, addresses both the theoretical and practical aspects of using AT devices. Occupational therapists have to be creative in acquiring, developing, and augmenting existing AT products. They are adept at making alterations to an item that greatly expand its use and tailor it to the individual needs of their clients. OTs have to be creative as well in working within challenging funding and insurance environments and within prescribed Individualized Education Program (IEP) protocols. In this discussion, many of those creative approaches will be shared. We hope you’ll bring your questions and experiences to the discussion, so that all may benefit.
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| AT and Universal Design with Dr. Sheryl E. Burgstahler |
Universal Design is any product or service designed with the many factors considered, including aesthetics, functional options, environmental issues, safety concerns, and cost. Typically, products and activities are designed for the average user. In contrast, “universal design” is the design of products and environments to be usable by all people, to the greatest extent possible, with no or limited adaptations.
For example, a standard door is not accessible to everyone. If a large switch is installed in a convenient location, the door is accessible to more people, including some wheelchair users. However, applying universal design principles could lead to the installation of sensors that signal the door to open when anyone approaches. Similarly, sidewalk curb cuts, designed to make sidewalks and streets accessible to wheelchair-users, are actually more often used by children on skateboards, delivery staff with rolling carts and parents with baby strollers.
Universal Design can also be applied to information technology in the classroom and computer lab. In terms of learning, universal design means the design of instructional materials and activities that makes the learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember. Accessible technology products provide the user with alternative ways to accomplish tasks, so they can choose the method that works best for them.
Universal design for learning is achieved by means of flexible curricular materials and activities that provide alternatives for students with differing abilities. These alternatives are built into the instructional design and operating systems of educational materials-they are not added on after-the-fact.
Dr. Sheryl Burgstahler's discussion will address all areas of Universal Design. Participate and learn something valuable from the forum.
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| AT Funding with Dr. Joey Wallace |
Assistive Technology enables children and adults with disabilities to be independent, self-confident, productive, and included in activities with their peers. Once the appropriate technology has been identified consumers, families, and professionals are faced with many obstacles including: identifying funding sources, meeting eligibility requirements, completing applications, and waiting for approval or, in some cases a denial. Success in locating funding sources often relies on your knowledge of the system and level of persistence.
Because of the many types of funding sources available, and explicit qualification requirements, we cannot prescribe specific funding strategies, rather we hope to provide a platform to discuss and share ideas for policy change and experiences (both good and bad) you have encountered in acquiring funding sources.
Dr. Wallace is dedicated to putting assistive technology into the hands of those who need it. We are pleased that he is able to spend the next several weeks helping us to answer questions and share ideas in the funding process.
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| AT in Support of Learning Disabilities with Richard Wanderman and Dr. Brian Friedlander |
Learning disabilities (some prefer "learning differences") are considered one of the "invisible disabilities". Generally you can't look at a child and know that s/he has problems processing and retaining information the way other children do. It's also a spectrum disability, with degrees that range from mild problems to very serious ones.
It was not long ago that the education community was not well acquainted with learning disabilities. Often children were punished and isolated as behavior problems, while the real problem went unaddressed.
In recent years we've learned quite a bit about this field. However, much remains to be learned and many educators still are not sufficiently trained in how to best help these students. In this discussion, we offer you access to two leading experts in the use of assistive technology to help students with learning disabilities. This is an opportunity to pose questions, to share your experiences and strategies, and to compare notes with your colleagues across the country. The discussion will last a month, which offers ample time to explore the subject in depth. Please participate actively, remembering that there is no such thing as a stupid question and that opinions are neither right nor wrong.
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| AT Outcomes with Roger O. Smith PhD, OT, FAOTA |
How Do We Evaluate and Assess the Effectiveness of Assistive Technology? The discussion regarding the effectiveness of assistive technology is one of long standing. In recent years, the focus has evolved from experimentation into evaluation. From a practical standpoint, assistive technology can be both vital and expensive. When it comes to helping students, families, schools, and the community make good choices, the questions are familiar and important. - Are we using the right technology for the right situation and how do we know?
- How will we know if it is effective or how to make it more effective?
- How do we know if this is the right piece or the right process to invest our time and resources in?
Because evaluation and accountability are on everyone's mind, efforts to measure assistive technology outcomes, particularly in schools, is critical. This is especially important for the families who will be affected by measures to evaluate assistive technology, and how these measures may impact funding for the technology they depend on. How we evaluate assistive technology may very well improve how we use it and determine, in the future, what we will have access to use.
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| AT Supports for Young Children with Susan Mistrett and Lisa Johnson |
Every Kid Can: AT Supports for Young Children
The use of assistive technology (AT) with young children goes beyond matching the devices and services to the child’s abilities and disabilities; it should reflect the family’s goals: helping the child to grow and develop independence while reducing family stress and empowering the family. With the help of assistive technology, young children with disabilities may participate to a greater extent in natural learning opportunities.
Children participate in their common routines in three primary ways: (1) through movement; (2) through communication; and (3) through interaction with materials. Movement refers to body positioning and mobility. Interactive communication between children and caregivers starts much earlier than the onset of a child’s speech and is critical to the normal development of speech. Children with a disability may need assistance to recognize and/or respond appropriately to communication cues. Interaction with materials involves seeing, hearing, touching, holding, tasting, smelling and moving things in the environment.
Assistive technologies and strategies are intended to help:
1) ensure the child’s safety
2) maximize the child’s growth and learning opportunities,
3)facilitate the child’s ability to enjoy and participate in the activity by addressing the needs he or she may have with respect to movement/positioning, communication and/or interacting with materials.
AT devices are categorized as either general or targeted assistive technology strategies, depending on their availability. Targeted technologies are items produced specifically for children with disabilities. They can be classified as AT devices because they are used to “increase, maintain or improve functional capabilities” of the child.
Please refer to the discussion’s “resources” section for links to useful information on the topic of “AT supports for young children.”
This month's discussion expert Sue Mistrett, with the University at Buffalo Let's Play Project, has many years of experience helping early childhood programs capitalize on "low tech" tools and strategies that support development and promote play in children's lives. In this discussion Sue will be sharing her ideas and strategies in the use of assistive technologies for young children with disabilities. The discussion also offers an unique parent perspective from Lisa Larson, who's young son Trey, has been successful with a wide range of assistive technology from low to high tech equipment.
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| Augmentative and Alternative Communication and Vocabulary Selection with Katya Hill and Robin Hurd |
Parents of a newborn eagerly await his or her first recognizable syllables. If those syllables are not readily recognizable -- "goom" or "bick" for instance -- there may be a lot of discussion about what the child really means. Typically, the whole matter is resolved within a few months, as recognizable, meaningful words emerge.
In the case of some children, however, the process doe not unfold in typical fashion. Instead, the child may remain wordless or may continue to use syllables that severely limit her ability to make herself understood. In those cases, families, therapists, and teachers turn to a category of assistive technology known as augmentative and alternative communication (AAC). Aided by a variety of AAC tools and services, many children are able to build a functional and expressive vocabulary that allows them to connect with family and friends, succeed educationally, and manage in the community.
It's no easy task, however, to select and work with the right tools and significant decisions have to be made regularly, by all involved. In the FCTD's April online discussion we will discuss the many challenges, choices, and potential outcomes associated with AAC and vocabulary building. Our two excellent moderators, Dr. Katya Hill and Robin Hurd, have a wealth of experience and research to share and we invite you to share your own insights, questions, and stories. We hope that you will use your words in an effort to help others find and use theirs.
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| Designing a Performance Technology Toolkit with David Davis |
Our goal in this discussion group is to work together to create a Performance Technology Toolkit for Students that can help them in dealing with school based standards or peer based standards. Taking language from IDEA 2004 we are going to use the following as our framework (though not necessarily in this order):
1. Accommodations
2. Assistive Technology
3. Technology That Supports Learning
4. Universal Design for Learning
Within this framework we will look at a variety of tools, with an emphasis on problem solving and performance. The types of problems will be varied: from inaccessible text to mathematics/science to color theory. The outcome of this discussion group will be a digital handout of resources. I hope you will join us.
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| Effective Parent Advocacy and Family-School Partnership with Lon Thornburg and Charles DiPietro |
 
With the school year in full swing, issues surrounding assistive and instructional technology (AT/IT) abound. If a child has an IEP (Individualized Education Program) was assistive technology considered? Were individual assessments conducted? Have AT devices and/or programs been acquired and has training been provided to those people who need it? Have General Education teachers been given access to and training on technology tools for the range of learning needs they must address? These are but a few of the many "rubber-meets-the-road" questions faced by schools and the families they serve.
With funds tighter than ever, both in school systems and within homes, it is understandable that tensions can mount. Parents may press for costly AT, targeted to their child's individual needs, while schools may look for efficiencies, trying to meet individual needs with existing equipment inventories, and needing to take a "big picture" view. It is a delicate balance which can erupt at times in poor school-family relations.
Some schools, and some parents, do it better than others. Highly effective partnerships can be forged, but not without thoughtful effort.
In this month's discussion, long-time AT/IT technologist Lon Thornburg and highly effective parent advocate Charles DiPietro discuss specific strategies for creating school-family partnerships that support the provision of appropriate technology to students with special needs. Feel free to ask them for "scripts" that may be used to keep the dialogue productive and professional. If you have examples to share, whether of what worked or what didn't, it will enrich the discussion.
Working effectively with families is an ongoing challenge for schools as is advocating successfully for one's child. Join us as we discuss ways to strengthen the family-school partnership in identifying, acquiring, and using assistive and instructional technologies to maximize a child's educational potential.
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| Emergent Literacy: The Role of AT with Dr. David Koppenhaver |
Dr. David Koppenhaver explains that for many decades, literacy was viewed as a cognitive process, learned through direct and sequenced instruction in school settings, and taught after certain "readiness skills" were acquired by children. Today, literacy is best described as a social, psychological, linguistic, and interactive process in which written and oral language are best learned from birth, in purposeful and interactive contexts, with many opportunities to observe and interact with others who read and write. Reading, writing, speaking (including augmentative communication), and listening develop concurrently and interrelatedly rather than sequentially. However, many children with significant disabilities are left behind and are not given the same opportunities for literacy instruction as their typically developing peers. This is especially true for children who are non-verbal and use augmentative and alternative communication (AAC) systems (i.e. strategies and or devices to supplement or take the place of natural speech). In general, adult expectations for individuals who use augmentative communication systems are often lower for persons who use AAC. Literacy opportunities are typically fewer and less frequent for AAC users and the child’s role is often passive and non-interactive. Barriers to literacy for children with disabilities may be caused in part by reduced adult expectations and prioritization of various medical and physical needs that take time, and precedence over literacy instruction. Although access to literacy often takes time and effort, it is important that we provide opportunities to all children early on. Typically developing children have over 1000 hours of access to reading and writing before they start school. In this discussion we'll explore ways to extend that access to children with disabilities.
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| Family and Cultural Issues in Assistive Technology with Dr. Phil Parette and Joan Breslin Larson |
To ensure effective assistive technology (AT) decision-making for children with disabilities, families should ideally be actively involved in the process. An evolving issue in family-centered practice is the role of cultural and linguistic issues that may influence the participation of family members in AT decision-making and subsequent implementation of and support for devices and services. Culturally and linguistically-based values may wield strong influences on family perceptions of AT, and successful implementation of AT solutions agreed upon by team members.
This discussion will address issues related to identifying and developing an understanding of family perspectives about goals and expectations for AT that are often very different from the perspectives of professionals. A range of cultural and linguistic values will be explored, with emphasis on how such values may affect AT decision-making. We will also explore acculturation issues, including generational differences, in an effort to better understand how these influences affect AT decision-making.
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| Family and Cultural Issues in AT Service Delivery with Dr. Phil Parette and Tom Nurse |
Effective assistive technology planning and decision making for children and youth with disabilities should include careful consideration of family and cultural factors. Inclusion of the family when considering assistive technology needs of the child is the key to identifying important family and cultural perspectives that can “make or break” the successful integration of assistive technology in the home, school, and community.
Despite the recognition that families should be integral to the AT decision-making process, family and professional partnerships have often been difficult to establish in practice. Cultural and language barriers may compound the difficulty of forging a strong connection between families and professionals. Families from different cultural backgrounds may be less inclined to participate in the process of considering assistive technology for their child for a variety of reasons, such as lack of knowledge about assistive technology, attitudes held by professionals, and differing cultural perspectives about assistive technology.
This month’s discussion experts, Phil Parette and Tom Nurse, will answer your questions and share their experience and knowledge about family and cultural issues in AT decision making. They will also offer strategies for educational professionals to develop more family-centered AT practices.
As always, we remind you that all are welcome to participate. We encourage you to ask questions and share your perspectives. We hope you'll join the discussion often during the month.
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| Integrating AT Research Into Practice with Margaret E. Bausch and Melinda Jones Ault |
The demand for research-based outcomes that inform assistive technology practice is greater than ever. However, despite years of effort and federally-funded technical assistance, integrating research results into practice remains a great challenge. Even though practitioners are hungry for knowledge about best practices, it is often difficult to locate and implement research that can be applied practically in the classroom or clinical setting.
Throughout the month of September, Margaret Bausch and Melinda Ault, researchers with The National Assistive Technology Institute, will lead a discussion exploring the relevance of research to everyday practice and the need to make research more accessible to professionals in the field.
The moderators will also share the findings and implications of The National Assistive Technology Institute’s six-year research project which examined factors related to the planning, development, implementation, and evaluation of AT services in schools across the nation.
We would like to hear your perspectives on the topic of integrating research into practice. What problems do you encounter when searching for and/or implementing research into your practice methods? What kind of research would be of value to your practice? What can be done to improve the availability of research? We welcome your questions and experiences in the discussion.
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| SETT Framework with Joy Zabala |
It's not that families and educators don't know that there's technology out there that can help a child with disabilities learn more independently and successfully. The problem is knowing how to think about the technology - how to assess an individual student's needs, how to select the right piece of equipment or software, and how to best implement and evaluate the AT program. For years the field has struggled with those issues. It's little surprise then that many educators, therapists, and parents have welcomed the introduction of the SETT Framework. The Framework, developed by educator Dr. Joy Zabala, offers a methodology for assessment, implementation, and evaluation of AT. It gives educators and families more confidence as they negotiate the often confusing AT universe. For the next month, Dr. Zabala will answer your questions about the SETT Framework and will share with you the experience that she and others have had with it. As always, we remind you that there is no such thing as a stupid question and that the discussion is only as good as you make it. We hope you'll join the discussion often during the month.
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| SI Assistive Technology Funding with Dr. Joey Wallace and Janet Peters |
Raising a child costs money. Raising a child with one or more disabilities costs a lot of money. In addition to steep medical bills, a family may have to pay for a raft of therapies, customized equipment, personal aides, and a long list of other treatments and accommodations. More often than not, the families whose children could benefit most from assistive technology devices are the very ones who can least afford them.
Providing families with current, accurate, and relevant information on AT funding is one of the two greatest information needs identified by disability-related organizations that serve families. In this section, we will discuss public and private funding channels that are available to families, the processes by which families can apply for funding, common barriers faced, and strategies for overcoming the barriers. We are counting on you to post questions and to share your own experiences and knowledge.
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| SI The School's Role in AT with Ron Hager and Joan Breslin-Larson |
With assistive technology the rubber often meets the road at the schoolhouse door. Federal law places significant responsibility on school systems to consider and provide AT for children who qualify. However, a lack of resources, both budgetary and human, often complicates the picture, making it difficult for schools to understand, define, and fulfill those responsibilities. To be successful, schools need to be in partnership with parents and families; yet that partnership is sometimes strained, sometimes to the point of breaking. In this discussion we will study the rights and responsibilities of school systems, and the related rights and responsibilities of families, as they address the AT needs of students. We will look at issues of assessment and evaluation, funding, training, maintenance, IEP development, inclusion, and due process. It is a lot of ground to cover and we look forward to your active participation.
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| Teaching Digital Natives - Technology Tools for the Classroom with Kirk Behnke and Scott Marfilius |
For more than a decade, consumers have been in the “digital age.” Step by step, in our homes and offices, we’ve adopted first desktop computers, then increasingly small handheld devices. Our information and recreation comes to us largely in digital format and most of us store our photos and other memories digitally. We stay in touch and purchase products online, often via wireless technology; and we plan our days and weeks with the help of digital assistants so small that they fit in the palm of our hand.
Our children have grown up in this world; they are “digital natives.” However, most of them leave this world everyday, to visit another era, a bygone age, devoid of the technologies that they use with such alacrity at home. This is the world of school – a place in which they’re expected to learn all there is to learn, without the benefit of the productivity tools that have transformed our homes and workplaces. Although we’re well aware of the expanded possibilities that these tools offer for individualization of learning, for personal planning, and academic collaboration, we’ve been slow to make technology an integral part of our school systems.
This month we discuss the ways in which educators can bring a range of technology tools into their classrooms for the benefit of all students.
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| Technology and Transition with Gayl Bowser |
As a rule, people are not notoriously good at long-range planning. Out of necessity, parents of children with disabilities are often better at it. Still, although we know our children will be starting school, changing schools, or leaving school for college, a job, and/or community living, creating and implementing a plan for times of transition is difficult. When the plan involves assistive technology devices and services, it gets even more complex. Multiple stakeholders are involved - parents, school administrators, teachers, counselors, therapists, insurance providers, local agency personnel, and others. Identifying a child's evolving needs and then creating consensus among those involved can be an art form.
In this FCTD forum, led by national expert Gayl Bowser, we'll discuss the many factors that need to be considered throughout a period of transition so that needed technology devices and services are provided. Please join us with your questions and comments.
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| Transition- related AT Issues with Dr. Mary Morningstar and Dr. Sean Smith |
The Individuals with Disabilities Education Act, revised in late 2004, places greater emphasis than ever before on transition planning. The legislation emphasizes the need to systematically plan, by age 16, for a student's departure from high school, whether for college, work, or independent living. Many experts and educators recommend strongly that such planning begin by age 14. Yet others believe that parents can begin to work with their children at even younger ages.
One thing is certain - a student's passage from one environment to another is easier, more efficient and effective, if the youth's need for assistive technology has been expressly considered by all parties and included in appropriate IEPs. That is, however, but one of the many challenges families face during this critical period. There are new bureaucratic systems to negotiate and new vocabularies to master. Even those who have been effective advocates up to this point can find themselves on unknown ground.
Please join us throughout the month of April as transition experts, Dr. Mary Morningstar and Dr. Sean Smith, lead us through many of the transition-related AT issues that parents, children, and the organizations that serve them must tackle.
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| Visual Strategies with Brenda Fossett and Linda Hodgdon, M.Ed., CCC-SLP |
Most children receive and send meaningful communication using an integrated combination of their senses, auditory and visual, spoken and unspoken. For some, however, these abilities function imperfectly and they thus rely more heavily on their stronger senses to augment their communication weaknesses. As educators, it our responsibility to help children use available supports so that they might reach their full potential, whether in school, at home, or in the community. For many, this means providing a range of visual supports, from “low- to high-tech.”
In this month’s online discussion, the Family Center on Technology and Disability looks at AT visual supports and strategies – the current status of research and implementation, best practices, and emerging trends. Whether to provide a voice for those on the autism spectrum without speech, or a helping hand to students who need to see information rather than hear it, visual supports play a crucial role in the lives of tens of thousands of children and youth.
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| Web Accessibility with Mr. Earl Johnson and Dr. Cyndi Rowland |
"The power of the Web is in its universality. Access by everyone regardless of disability is an essential aspect."
-- Tim Berners-Lee, World Wide Web Consortium (W3C) Director and inventor of the World Wide Web
When people hear the term “accessibility” they most often think of modifications that are made to accommodate people with physical disabilities. A ramp for wheelchairs, doors that open automatically or closed captioning for people with hearing impairments. In recent years, with the explosion of electronic communication and information available via the World Wide Web, a new type of accessibility has emerged on the scene. Because of the increasingly significant role web content plays in informing the public, web accessibility has become an increasingly important issue.
Web accessibility relates to the development of technological tools that can be used by everyone. Accessible development includes web layout and graphic design as well as physical adaptations made to enable or enhance a person’s ability to interface with the technology. Color contrast, ease of navigating through a site, design dimensions - all play a role in accessible development. The development of technological tools using code that can be effectively accessed by and translated to assistive technology (AT) devices like screen readers for users with low or no vision is another component of accessible development.
There is a common misconception that accessible websites and multimedia tools must be aesthetically bland and contain primarily text and very few graphics. This is a myth. A website can have graphics and be accessible. A good designer can create tools that have both visual appeal and utility for users with disabilities. WebAIM, one of the groups involved with this month’s discussion, has written a fantastic article entitled “Do Accessible Websites Have to Be Boring? (Hint: It’s up to you)” which can be found on their website at http://www.webaim.org. This article discusses different disabilities, different needs, as well as issues related to achieving universal design.
We are very fortunate to have both Mr. Earl Johnson, founder of web accessibility initiatives at Sun Microsystems and Dr. Cyndi Rowland and her staff at WebAIM, serve as subject matter experts for our online discussion.
The discussion is intended for both techies and non-techies alike and will cover subjects ranging from Section 508 compliance to tips on creating accessible websites to the best tools children with disabilities can use to surf the web to tips for non-technical people (i.e. project directors) on how to gain a working knowledge of web accessibility and a vocabulary for communicating effectively with your web development team.
We look forward to hearing from you!
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| What Does the Research Say? with Dr. Dave L. Edyburn |
Questions about the research-base for special education technology practices are increasingly asked at the local, state, and federal level. Participants in this online discussion will learn how to access the latest research on special education technology and how research can be used to answer important questions about the use and value of assistive and instructional technology for students with disabilities.
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| Winter Institute - Assistive Technology Funding with Milissa Gofourth & Kim Moccia |
Advances in the field of assistive technology are exciting. Every year we see devices with greater capabilities, more intuitive software, smaller and lighter equipment, and materials that increasingly incorporate universal design features. Our excitement at the availability of these items, however, is often muted by the challenge of paying for them. For many, the price tags can seem overwhelming. Therefore, families, and the organizations that work with them, need to be knowledgeable about both traditional and non-traditional funding options and the processes involved in pursuing them.
Assistive technology is often paid for through a child’s special education program or through a family’s insurance coverage. Other times, alternative options such as AT loan programs, waiver programs, foundation support and support from community organizations need to be explored. In this discussion we’ll discuss each of these funding options in an effort to help you navigate a path through what can be a very complex system.
Milissa Gofourth, of the Oklahoma ABLE Tech program and Loan Coordinator for Oklahoma’s Alternative Financing Program will join Kim Moccia, of the Minnesota STAR program, in leading our discussion of assistive technology funding. We look forward to hearing about your successes and challenges in pursuing AT funding and in sharing strategies from state to state.
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| Winter Institute - Effective Statewide Advocacy with Joan Breslin-Larson & Jane E. Johnson |
We often tell families that they need to be advocates for their children. We tell small non-profits that they need to advocate for increased funding. We tell everyone that they need to advocate for disability-friendly legislation and regulation. But what does effective advocacy look like? What are the tools of advocacy? Where does one start?
The federal government funds several national networks of organizations to serve families of children with disabilities. There is the Parent Training and Information Center (PTI) network and the Assistive Technology Act Program network. In addition, there are groups and centers associated with the Alliance for Technology Access (ATA) and quite a few state and regional centers associated with universities. Each can be considered a stakeholder in the disabilities support infrastructure. How does one identify and engage these centers in effective advocacy? How can the lessons learned by one convey to the others?
Recently the Florida Alliance for Assistive Services and Technology (FAAST) led a successful statewide advocacy effort aimed at passing legislation to allow Florida students to request that their assistive technology follow them after they leave one school system for another or to transition to post-secondary education. It was a legislative coup accomplished with help from many organizations and individuals. During our Winter Institute Jane Johnson, Executive Director of FAAST will discuss the advocacy efforts that led to passage of the bill. She and Joan Breslin-Larsen, long-time statewide advocate in Minnesota, will share strategies that have been successful in their states and which can be successful in yours.
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