A Look Back at my Journey in Assistive Technology

As I am completing my first semester at Cabrini, I am glad I had the chance to begin with a course on assistive technology. What is wonderful is that the course has served as an overview of the many topics I anticipate exploring more deeply over the next couple years. This was done through the lense of technology, a topic I really enjoy.

As I look at my postings throughout the course (this has been my first blog), the first thing I notice is that my postings become more concise and, therefore, more accessible and interesting to readers. The second thing I notice is that I have become more comfortable and even fluent in the language of special education.

I look forward to applying what I have learned to my own classes. I have already begun contemplating ways to make my subject more accessible to students based on what I learned during this course.

What are the implications of assistive technology needs in college for transition planning and implementation in high school?

Previously, I discussed the differences in services provided between high school and college due to distinctions between IDEA and ADA. When it comes to AT, students with disabilities must begin preparing to use technology at the university level while they are still in high school.  There should be a focus on the following skills:

• operational skills: knowing how to operate a device.
• functional skills: knowing how to complete a task for which a device was meant.
• strategic skills: knowing how to use technology in the company of others.
• self-advocacy skills: being able to explain which assistive technology can help oneself and being able to request that technology.

The QIAT-PS is an evaluation tool used to determine student readiness for college in terms of assistive technology.

What are the differences between the rights and requirements of IDEA in the P-12 world and the rights and responsibilities under ADA in higher education?

The amount of students with disabilities attending college has grown rapidly since the start of the 1990’s. There are many challenges that these students face in their coursework including assignments that require organization and clear expression of thought. While IDEA required accommodations in the p-12 setting, students in college fall under the protection of ADA whose stipulations are different. Here are some examples of the differences.

• Students must meet the qualifications for entry into a college.
• A college does not have to modify the contents of an exam.
• Colleges do not have to offer more robust tutoring.
• A college does not identify disabilities.
• Colleges do not need to substantially modify curriculum and standards.
• Colleges do not need to provide devices such as wheelchairs and hearing aids.

What can we find inside the UKAT toolkit?

We just visited a useful AT website, called OTEP. Let’s continue by exploring the UKAT Toolkit. The toolkit provides resources for all stages of the AT implementation process, from consideration to ongoing evaluation of AT. It is based on the Human Function Model.

The tools include:

• The Consideration Tool: for initially considering AT or for reevaluating it.
• The Pre-Assessment Profile: used to gather information about a student.
• Assessment, Planning, & Data Collection: to plan and conduct AT assessments.
• Trial Implementation: to document efficacy of potential AT.
• AT Implementation: to help plan implementation of AT.
• Knowledge and Skill Survey: to gage professional’s knowledge of AT.

What assistive technology resources are available at OTAP?

We have taken a look at many types of assistive technologies from low-tech to high-tech. The OTAP (Oregon Technology Access Program) website provides a lot of assistive technology resources developed by professionals in the field. These resources can be very useful for teachers and include help with implementing AT, including it in IEP’s, evaluation of the use of AT, and assessment. Publications including newsletters and workbooks from this organization are available in multiple formats. OTAP runs a yearly conference. This year the focus will be on research and standards dealing with AT. One really great feature of this site is its lending library which actually lends assistive technology devices to its members.

How can a student’s augmentative communication system be designed to meet the communication demands of home and the community?

I just discussed why it is important for the teacher to serve as a liaison to families by providing training which helps them get the most out of the augmentative communication system. In order to meet the demands of the home and community several things should be considered. Teachers should help identify common vocabulary to be used at home. They should encourage family members to provide lots of practice with communication. Teachers should also assist family members with the evaluation of the system during use at home. While helping families, it is important to keep the training simple so that they understand how the device works and what the student can do with it. At school, the teacher should also provide some practice for the student to interact with novel communication partners.

Why is it important to support the use of augmentative communication systems at home and in the community?

In my last post, I spoke about how to integrate augmentative communication into IEP’s. It is also important to consider how it will be used outside of school, at home and in the community. Students learn to use these devices at school, but it is important to transfer the skills they have acquired to a wide variety of situations away from the classroom. It is necessary for the teacher and school to help this take place. When the teacher and school serve as a liaison, it helps family members understand the significance that this technology will play in the student’s development. It also makes everyone more at ease with the use of the device.