Ohio Center for Autism and Low Incidence | Guidelines for Assistive Technology Assessment Consideration of assistive technology (AT) is required during the development of every individualized education program (IEP). The IEP team must evaluate the needs of each student and establish criteria to determine whether specific assistive technology devices/services are necessary to meet the needs of the student. This section includes information for professionals and families on topics related to: (a) AT assessment, (b) planning for AT, and (c) IEP considerations for AT. Links WATIAn overview of the assistive technology consideration, assessment and planning process is provided in The Assessing Students’ Need for Assistive Technology (ASNAT) Manual. Quality Indicators for Assistive Technology Services (QIAT)Information related to the development and sharing of Quality Indicators for Assistive Technology Services is provided. Assistive Technology Assessment: More than a DeviceThis article focuses on the need for the appropriate assistive technology assessment.
Council for Learning Disabilities Augmentative Communication, AAC Evaluation, Speech Devices, AAC Apps Simplified: AAC TechConnect Help for Young Learners: How To Choose AT? By: National Center for Technology Innovation and Center for Implementing Technology in Education (CITEd) (2006) Young children with disabilities need an enriched environment to promote their social and cognitive participation and growth. Technologies, from low to high-tech, can play a role in promoting their participation, but are often underutilized. This Info Brief presents an introduction to the role of assistive technology (AT) for young children with disabilities, highlights a six-step framework representing a collaborative approach for AT decision making for young children, and provides links to new resources for researchers and service teams, including the TAM Technology Fan. The early challenge During the first three years, children change more rapidly than at any other stage of their lives. Six steps to finding a solution Identifying AT solutions to support a child’s participation is best done as a team process. Step 1: Collect child and family information. For more information
Assistive Technology Devices Products and Information Synopsis: Information on a large range of assistive devices and disability products for persons with a disability and seniors Definition: Assistive Technology An umbrella term that includes assistive, adaptive, and rehabilitative devices for people with disabilities and also includes the process used in selecting, locating, and using them. Assistive technology promotes greater independence by enabling people to perform tasks that they were formerly unable to accomplish, or had great difficulty accomplishing, by providing enhancements to, or changing methods of interacting with, the technology needed to accomplish such tasks. Main Document NOTE: If you are looking for our disability products shop instead of reviews Click Here. If you have a disability or injury you may use a number of assistive devices or rehabilitation equipment to aid you in and around the home. Assistive devices for mobility/ambulation can also be referred to as ambulatory aids. Other Disability Aids Include: Citation
Glenda's Assistive Technology Information and more...: Picture Exchange Communication System The Picture Exchange Communication System (PECS) is a term I often hear people using any time they are talking about using picture icons and visual supports (such as Picture Communication Symbols, known as PCS, which is used in the software program Boardmaker) in their classrooms to support students. PECS is a specific system for teaching communication, it is not a visual support system using icons. This is worth repeating: The use of picture icons in visual supports is not PECS. The Picture Exchange Communication System (PECS) is a type of augmentative alternative communication (AAC) originally developed for children with autism. The primary purpose of PECS is to teach individuals to initiate communication and to learn requesting. PECS is a system for instructing students to initiate communication through the use of pictures/symbols in place of words. Why learn and use PECS? PECS allows individuals to communicate by using pictures instead of, or in conjunction with, speech. Resources:
Handouts Make and Take, Linda Burkhart "Make it Yourself" Directions and Workshop Handouts Linda J. Burkhart Angelman Syndrome FAST Educational Summit 12/5/15 Handout Which Way to Autonomous Communication? _________________ ISAAC Lisbon Portugal, 2014 - Handouts: Engaging families to interact using AAC: What have we learned? The Language of Writing: Creating a Writing Program that Fosters Communication, Collaboration, and Composition - Presentation The Language of Writing: Creating a Writing Program that Fosters Communication, Collaboration, and Composition - Handout Amy Staples, Evette Edmister, Gayle Porter, and Linda Burkhart Getting Past the Barrier of Apraxia to Interactive Communication for Children with Rett Syndrome Linda J. ATIA Orlando - 2014 Handouts: Rett Syndrome - Assessment and Curricular Materials Modifications Linda J. Practical Strategies for Implementing Aided Language Stimulation Linda J. ISAAC Pittsburgh, 2012 Handouts Handouts from pre-conference and main conference sessions Rett Syndrome: ‘Light Tech’ vs.
The Arc of Illinois New Assistive Technology Program We are pleased to share with you a new resource from The Arc. Tony The Arc of Illinois, through a generous donation, has developed a new Assistive Technology Program. This program will fund, or partially fund, the purchase of assistive technology for individuals with intellectual and/or developmental disabilities, such as an iPad, for social and communication skills. The goal of The Arc of Illinois Assistive Technology Program is to enhance and improve the quality of life for persons with intellectual/developmental disabilities by providing opportunities for individuals to receive technology to help with education, employment, community living and independence. The maximum amount funded will be $500.00 per person or family. Go here to apply: The Arc of Illinois Assistive Technology Application. Tony PaulauskiExecutive Director The Arc of Illinois 20901 S.
Best Android Apps and Options for Persons with Disabilities With the swiftness with which technology has drastically changed over the years, it can be easy to get so caught up in all the hype and excitement of how the latest gadgets have transformed how we live. For techies and the younger generation, getting up to speed and adapting to the change in our lifestyles is a breeze. But, for some others, catching up is somewhat akin to a chore, and so they are, quite sadly and unintentionally, left in the dust. Not to worry, though. You or a friend or family member can benefit from these special apps that aid in making Android more accessible and user-friendly: Options for the visually impaired Non-visual feedback. Carrier-specific apps. Large text. Voice commands. Options for the hearing impaired IM Clients and Texting. Text-to-speech. Google Translate. Dropping your voice plan. Options for the mobility impaired Enlarged graphics on interface. Easier navigation is coming.
Student Services / Assistive Technology Assistive Technology (AT) is any tool or device that can improve the independence of a student with a disability. AT allows our students to perform tasks that they could otherwise not do. WWS AT team consists of professionals with a range of AT expertise. AT also supports UDL in the classroom throughout the district. Please see the attached brochure for more details. WWS AT Brochure Here are some resources for the AEM for Achievement Grant. WWS AT YouTube Channel Using Co:writer and Snap and Read on Chromebook and Windows Snap and Read on the iPad Co:Writer on the iPad Don Johnston Website Previous AT Tips and Tricks (Monthly Newsletters) September 17 highlights the AEM grant in greater detail! Inside the Rock Podcast Dr.
Wearable/Portable Health Monitoring System Wearable/Portable Health Monitoring System The development of Wearable Health Monitoring Systems (WHMS) has been motivated mainly by increasing healthcare costs and by the fact that the world population is ageing. In addition to that, R&D in WHMS has been propelled by recent technological advances in miniature bio-sensing devices, smart textiles, microelectronics and wireless communications techniques. These portable health systems can comprise various types of small physiological sensors, which enable continuous monitoring of a variety of human vital signs and other physiological parameters such as heart rate, respiration rate, body temperature, blood pressure, perspiration, oxygen saturation, electrocardiogram (ECG), body posture and activity etc. and intelligent wearable health monitoring prototype which we call Prognosis. Graduate Student: Alexandros Pantelopoulos
The 30 Million Word Gap That's an amazingly big number, isn't it? 30 Million. It's even more amazing - and frightening - that this is the number of words that children from low SES (socio-economic status) are missing from their environments, when compared to children from professional families - those from higher SES. If you can stand reading about statistics, here are a few from different studies: Von Tetzchner (1997) and Porter (2009) both refer to the differences in language environments between typically developing children and AAC users. Children are typically surrounded by examples of others using the communication systems they are learning. They also reported (1995) that 4-year-olds from working-class families and families on welfare had considerably smaller vocabularies than their age-mates from professional families. This difference has been called the “30-Million-Word Gap” and “The Great Catastrophe.” The average 3 year old in a middle class household hears about 6 million words per year. More next week.
Minnesota STAR Program (STAR=System of Technology to Achieve Results) - Home Page A System of Technology to Achieve Results (STAR) is located within the Minnesota Department of Administration. STAR's mission is to help ALL MINNESOTANS with disabilities gain access to and acquire the assistive technology they need to live, learn, work and play. The Minnesota STAR Program is federally funded by the Rehabilitation Services Administration in accordance with the Assistive Technology Act of 1998, as amended (P.L. 108-364). Announcing Open-Ended Loans! STAR is pleased to announce its new open-ended loan service for Minnesotans who need assistive technology in higher education, employment, and certain community environments such as hospice or assisted living. STAR's Open-Ended Loan Partners are: Talk to Us! Take our Website Visitor Survey. Simply Said: Understanding Assistive Technology & Assistive Technology Lending Libraries Through a grant with the MN STAR program PACER created two videos about assistive technology. Top of Page Stay Informed: Join STAR's Email List Top of Page
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