What+is+AT?


 * Definitions:**

[|AT Terminology] - Located here is a doc with all AT terms you will need to check out.

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Assistive technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. Assistive technology includes both devices and services. AT 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 changed methods of interacting with the technology needed to accomplish such tasks. Assistive technology is any item, piece of equipment, or product system whether acquired commercially on the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.

Often, for people with disabilities, accomplishing daily tasks such as talking with friends, going to school and work, or participating in recreational activities is a challenge. Assistive Technology (AT) devices are tools to help to overcome those challenges and enable people living with disabilities to enhance their quality of life and lead more independent lives. The Technology-Related Assistance for Individuals with Disabilities Act of 1988 (Tech Act) defines AT devices as any item, piece of equipment, or product system (whether acquired off the shelf, modified, or customized) that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.

Children and adults with disabilities may use AT to travel about, participate in recreational and social activities, learn, work, communicate with others, and much more. AT can be anything from a simple low-tech device such as a magnifying glass, to a complex high tech device such as a computerized communication system. It can be large, such as an automated van lift for a wheelchair, or small like a grip attached to a pen or fork with Velcro. AT can also be a substitute such as an augmentative communication device that provides vocal output for a child who cannot communicate with his/her own voice. As described above, a device refers to a specific type of “product” that is used to enhance the functional capabilities of students with disabilities, whle service refers to the services necessary to assess needs and support use of the device.

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 * Assistive technology devices** can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. For example, people with limited hand function may use a keyboard with large keys or a special mouse to operate a computer, people who are blind may use software that reads text on the screen in a computer-generated voice, people with low vision may use software that enlarges screen content, people who are deaf may use a TTY (text telephone), or people with speech impairments may use a device that speaks out loud as they enter text via a keyboard. The term "assistive technology service" means any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. (IDEA 1997, Sec. 602(2))


 * Assistive technology service** include evaluating children to determine their AT needs; training children, parents, teaching staff, and other professionals; making necessary changes to equipment or furniture; repairing AT devices; and coordinating and using physical or occupational therapy with an AT device. The term “assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. This term includes:

AT services can include:
 * the evaluation of the needs of such child, including a functional evaluation of the child in the child's customary environment;
 * purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by such child;
 * selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology devices;
 * coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
 * training or technical assistance for such child, or, where appropriate, the family of such child; and training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of such child.” (34 C.F.R. § 300.6)


 * Schools are required to provide training on how to use a device - not only for the child, but for family, teachers, service providers, and other people who are significantly involved in a student's life.**

Even though the 1991 authorization of IDEA included a definition of “assistive technology” along with provisions regarding its application and the consideration of student needs, the IDEA 97 now requires student planning teams to consider whether assistive technology devices or services are needed for all students with disabilities and also stipulates that school districts are required to provide for such devices or services to ensure a free, appropriate public education (FAPE). Given this requirement, it is imperative that special educators develop skills and knowledge in this area. Assessing an individual's assistive technology needs makes it far more likely to identify AT devices and services which will improve their functional capabilities. A poor match between technology and user more often than not leads to abandonment of the technology, and thus loss of the desired outcome. Various studies and surveys indicate that half and possibly as much as 80% of assistive technology is abandoned by the prospective user. Often, this is because the technology was not a good match for the user's abilities, needs, preferences, the task to be accomplished, or the context of the technology's use. So the first and arguably most important step is to identify the right tool for the job.
 * Why is Assistive Technology Important?**