Information Avenue Archives

Assistive Technology

When we hear the term "assistive technology" for the first time, it may sound somewhat intimidating. It may sound like a huge research project that will require much of our time. It may sound like something that we may never be able to afford for our children. But the truth is, the idea of assistive technology is relatively simple and should be of great importance to parents of children with special needs.

Basically, assistive technology is used to help individuals with disabilities function with more ease and independence. Assistive technology, as stated by the Technology Related Assistance for Individuals with Disabilities Act of 1988, applies to "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." Examples of assistive technology are as follows:

• Self help aids for use in activities such as eating, bathing, cooking, dressing, toileting, and home maintenance;

• Augmentive communication devices that are either electronic or non-electronic for the use of expressive and receptive communication;

• Access to computers such as voice input devices, head sticks light pointers, modified keyboards, and special software;

• Electronic systems that allow the individual control of their environment (i.e., control of household appliances);

• Modifications within the home such as ramps and lifts;

• The use of artificial limbs or orthotic aids (splints, braces, etc.) for missing or malfunctioning body parts;

• Seating and positioning systems such as wheelchairs, contour seats, and cushions;

• Aids for the visually impaired such as magnifiers, Braille or speech output devices, and large print screens;

• Aids for the hearing impaired such as hearing aids, listening devices, and visual and tactile alerting systems;

• Mobility systems such as wheelchairs, custom chairs, walkers, and scooters;

• Vehicle modifications such as hand controls, wheelchair lifts, and modified vans.

 

Assistive Technology and Young Children

Using assistive technology with young children is a relatively new concept. However, toys and switches can help in motivating a child to learn. And, toys that you purchase off the shelf can be somewhat easily adapted to function with the use of a switch. When choosing a toy for the young child, it is important for the parent, therapist, and anyone else involved to be well aware of the child's strengths so that the toy fits the child's skill level.

Another thing to keep in mind when selecting a toy is the type of input you are looking to give your child. For example, for the child who is visually impaired, a toy with flashing and multicolored lights may be appropriate. If you are interested in stimulating your child's auditory system, you should look for tape recorders and musical toys. Your child's therapist should be able to advise you as to the types of stimulation your child needs and as you learn more about your child's skills, you will soon become the expert on what is right for your child.

On a final note, when selecting a toy or switch, you must consider your child's physical abilities. Your child must have a consistent movement to activate the toy in order to feel a sense of accomplishment. If there is a limitation in physical abilities, consider purchasing switches that are activated by the blink of an eye or the sound of a voice.

It is extremely important, when creating an Individualized and Family Service Plan (IFSP) for your birth to three year old child, to incorporate assistive technology in your child's plan. If your early intervention team does not have the knowledge or experience with assistive technology, you should not hesitate to bring options to them. Therefore, if you or your therapist believes that your child will need a piece of adaptive equipment or any other type of assistive technology, be sure to include it in the IFSP because the Individuals with Disabilities Education Act (IDEA) states that any public agency which serves children with special needs ages birth through twenty-one, must provide the appropriate technologies that are needed by the children.

Once your young child has had experience with toys and switches and has made significant progress in understanding cause and effect, he/she will have a better chance at success with something more difficult such as the use of computers.

 

Assistive Technology in School

As with your child's IFSP, when your child is between the ages of 3 and 21 years old , assistive technology should be incorporated into his/her Individualized Education Plan (IEP). When your child has a traditional assessment/evaluation, Public Law 94-142, Section 300.352 says that "...the child is assessed in all areas related to the suspected disability, including, where appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communication status, and motor abilities."

In order to ensure that your child has received a comprehensive evaluation, assistive technology should be included in each one of the above areas. So, for example, if your child has a vision problem, use of technology such as magnified computer screens, should be evaluated for your child. Or, if your child has a communication disorder, the use of a communications device can be imperative to your child's educational and functional success. The goal, therefore, of including assistive technology in the child's IEP is to take advantage of all options available to your child and ensure that your child is receiving everything possible to reach his or her full potential.

 

Funding for Assistive Technology

Purchasing equipment and other devices can be very costly for many parents whose insurance is not willing to fund it. However, funding is available if you are willing to put in some time, be a little creative, be patient, and be prepared for a slow process.

The funding process can actually begin before you are even ready to purchase a piece of equipment. There is the possibility that funding will have to come from different sources or that only certain types of equipment can be funded. In addition, if you have medical insurance, you should inform your insurance company ahead of time and find out what type of documentation you will need to purchase the equipment.

Generally speaking, insurance companies pay for medically-based benefits only. Therefore, they will most likely require a prescription from your physician along with documentation explaining why it is medically necessary for your child to have the requested equipment. It may also help to attach a letter from your child's therapists. If your claim is denied, you can appeal the claim. You may be able to successfully use the appeals process to fund assistive technology. At this point, you may also want to involve your state's Insurance Commissioner to serve as an advocate for you.

If you are not eligible for benefits through your insurance company, the following are several other resources for funding assistive technology:

• The school system may purchase a piece of equipment for you. For this option, you should talk to the special education department, your child's therapist, and the state department of education. If the school purchases the equipment, they will have ownership and, therefore, will make the guidelines as to when it will be used in school and when you can actually take it home. Again, this is something that should be worked into your child's IEP.

• Become involved in the Parent Teacher Association and organize a fund-raiser for the purchase of assistive technology. This may not only benefit your child, but others as well. Also, fund-raising could take place within your church or other religious group, sports clubs, unions, or within your neighborhood.

• Nonprofit civic organizations may also provide funding. You should contact groups such as United Way and Shriners.

• Private corporations and local businesses may be interested in helping a local family purchase something for their child with special needs. This not only gives the business positive exposure, it also serves as a tax benefit for charitable contributions.

• Contact your state's Department of Vocational Rehabilitation to find out what types of funding they provide.

• Banks sometimes have money set aside in a trust for specific purposes. Contact the trust officer and ask if there are funds set aside for disability related issues.

• Contact organizations called "wishmakers." These are organizations or individuals who grant wishes to people who have specific needs. For example, the Sunshine Foundation is a national organization which grants wishes to children with chronic disabilities. Contact disability groups, hospital social work departments, or your local newspaper to get a list of wishmakers in your area.

In order to be as successful as possible in acquiring necessary technology, it is also suggested that you try to locate a parent who has already been through the system and is actively involved in advocation for services and technology. This is known as a Client Advocate. If you need assistance in finding a Client Advocate, you can talk to the company who is selling the equipment, talk to your child's teacher or therapist, or ask other parents in your support group. If you are still unable to find a Client Advocate, contact the state chapter of a major disability organization such as the United Cerebral Palsy Foundation, Spina Bifida Association, Easter Seals, etc.

Assistive technology is critical to the development and functional abilities of children with special needs. Whether your child is 4 months old or 15 years old, there are services and products available that will allow your child to function as independently as possible now, and in preparation for the future.

References:

• National Information Center for Children and Youth with Disabilities (NICHCY) News Digest, Assistive Technology, No. 13, updated April 1996;
• National Center to Improve Practice (NCIP) Resource File: Early Childhood 1995 http://www.edc.org/FSC/NCIP
• Assistive Technology - Disabilities http://server95.aea13.k12.ia.us/rachow

 

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