Assistive technology: applications and impact

Assistive Technology

What is the definition of assistive technology and rehabilitation technology? What are the commonalities and difference between these two types of technology?

For people with incapacities and who are not able to do work that are difficult or not possible to them, a technology is used to help these people. This technology is called Assistive technology. Assistive technology is inclusive of movable devices like wheelchairs, walkers and some software and hardware that help people with incapacities in using computers or other information technologies. (What is assistive technology?)

For people with physical and cognitive disabilities, assistive technology is redefining what is possible for them. This technology helps them to be more independent, self-confident, and productive at home, workplace, and community and helps them mix with the community. Starting from childhood, this technology helps children with disabilities to work by themselves. For instance, a child which cannot use her hands can operate a computer with a switch and an on-screen keyboard. Simple homemade devices and even highly sophisticated environmental control systems, all come under assistive technology. It can be modified toys, computers, motorized mobility, augmentative communication devices, special switches, and thousands of commercially available or modified tools to help a person for learning, working, and for social interaction. (Kelker, 1997))

The Technology-Related Assistance for Individuals with Disabilities Act of 1988 describes an assistive technology device can be any product, piece of equipment, or product system whether obtained from the shelf, adapted, or modified that is used to boost, sustain or advance functional abilities of persons with disabilities. In simple terms, assistive technology can be products that make life easier for a person with disability. (Assistive Technology: What is it?)

In 1992, Congress reauthorized the Rehab Act and passed the law into agreement with the Americans with Disabilities Act - ADA. This action redefined rehabilitation technology to contain both assistive technology and rehabilitative engineering. The Act also orders the formation of individualized written rehabilitation plans -- IWRP's for clients receiving services. The IWRP plans must involve the terms of rehabilitation technology services to help in the execution of intermediary and long-term aims. The use of technologies, engineering methods, or scientific principles to meet the requirements and tackle the difficulties faced by people with disability is rehabilitation technology. The definition includes rehabilitation engineering, assistive technology devices and assistive technology services. The Act's description of rehabilitation technology is related to use in education, treatment, service, transportation, and independent living. (The Rehabilitation Act of 1973)

2. Identify the categories of assistive technology and provide devices that might be found with each category

The entire field of assistive technology can be understood well, if we look into the types of assistive technology. There are four main types or groups of assistive technology. They are: Communication: When a person has problem with oral communication, then an augmentative communication and its related services are required. Augmentative communication can be anything like a page with picture choices, which a child can point out. Highly sophisticated speaking computers with multiple levels of words and phrases and alternative input for users with multiple disabilities are also used. (Categories of assistive technology)

Mobility: Mobility technology is a fast growing field and it has got the technology that assists a person to move about in the environment. Some of the mobility tools are stair lifts, walkers, scooters, van and bus lifts, airline access, canes etc.

Cognitive growth: When persons' progress, prospects or feelings are limited, a person's cognitive growth is reduced. Assistive technology targets at recompensing for these problems and fulfils these requirements by other personal strengths. Cognitive growth in young children is encouraged and developed by making use of adaptive or assistive toys. For school going children the assistive technology comes in the form of assistive hardware or assistive software.

Environmental Control: Environmental adaptations is one of the hottest and most rapidly growing areas of assistive technology and it permits people with particular requirements to take part in all the roles and functions of their lives. Environmental control includes ramps, adapted doorknobs, gym sets, and alternative doorbells; smoke alarm and telephone ringers, lowered counters, etc. And the list is growing day by day to meet the requirements of the people. The finest daily living assistive technology comes directly from people with disabilities or their families. (Categories of assistive technology)

3. How does this technology relate to an individual's transition success?

The number of students with learning disability, who register for graduation from postsecondary institutions, is growing in huge numbers. The influence of assistive technology on their capacity to efficiently complete postsecondary education is acknowledged. Postsecondary students with learning disabilities have problems like reading, organization, memory, listening, math and written language. But most of these people have written language problems. For these people, technologies like word processor with spell check, proofreading, abbreviation expanders and outlining software are available. Even many types of speech-control tape recorders, optical character recognition systems, listening aids, speech-synthesis/screen review systems and talking calculators are available. These devices can improve the individual's learning abilities by avoiding shortfalls.

As per Garner and Campbell, avoiding shortfalls is one of the two main ideas of assistive devices and is referred to as the compensatory approach. A person is assisted in performing a job using assistive technology. For instance, when a student obtains and pays attention to a taped version of the book that is to be read for English class in order to properly reply comprehension questions about the material, his or her purpose is to avoid a reading disability, and not to learn to read. In this case, using assistive technology to learn to read represents the second main use of assistive technology and is know as the remedial approach. Improving the areas of deficiency is the main purpose of this approach. The compensatory strategy in which the student uses a recorded book could possibly have curative results if, while listening to the tape, the student follows along in the print version of the book, trying to find out new words. (Day; Edwards, 1996)

4. Describe the roles, constraints and perspectives of the stakeholders during a transition meeting regarding the identification and implementation of assistive technology

By forming general program policies and procedures that have assistive technology, assistive technology for childhood educational program can be put into practice. These programs recognize the time when the questions should be asked and when to give support to the present educational teams to efficiently select assistive technology and apply it to use. This system has an advantage as it guarantees that assistive technology will be taught in all phases of a child's educational program. Such a system is called Education Tech Points. The implementation focuses its duty on every day process. The main feature is to identify who is responsible for checking each aspect of the implementation of assistive technology plan. An essential suggestion for school districts is the need for time to be put aside for the staff to work as a team. When staff is cheered to work as a team and time is allocated for team members to correspond, the probability that assistive technology will be an efficient tool is enhanced. (A framework for assistive technology planning)

5. Describe some of the issue of how assistive technology might be addressed in an individual's work, community, and post secondary environments

The Virginia Assistive Technology System is dedicated to enlarge the resources to deal with the assistive technology requirements of Virginians. A workgroup was formed in June 2002, which is proposed to arrange for a training program to address the issues. The first joint attempt was to affect a training program on low-tech assistive technology for older Virginians in November 2002. The training program was entitled Gadgets, Gizmos and Other Cool Stuff and almost 80 people attended one of three trainings that were held in Pulaski, Williamsburg and Fredericksburg. Transformations are taking place in the office regarding older workers that will lead to even more intense changes in the next 5-10 years. A six-month report on study pointed out a high degree of contentment with the training. At present, there are over 16 million Americans over 55 who are working or vigorously searching for jobs. By 2015, the number of employees over 55 will reach a record 31.9 million, compared to 18.4 million in 2000. It is not unusual to know of workers in their upper 60s and 70s in most sections of the workplace. Financial need, long life expectation, and a longing to remain working are reasons that the workforce of individuals aged 55 and older continues to grow. (Assistive Technology and Aging)

Many people retire from one job, start to draw a pension, and then understand that work is still an essential or monetarily important part of their lives. When the honorary and volunteer work in many areas like healthcare and education is taken into account, the assistance given by the elderly people becomes more obvious. Affordable lodging and the usage of assistive technology can help workers in working more efficiently in their jobs. Many of the answers used to hold workers with disabilities can also crack work-related problems of older workers. But older workers would not point out that they are disabled, even though they may come across functional limitations that are comparable to those met by persons with disabilities. Elder workers with vision, hearing, dexterity, memory, attention, standing, and/or sitting disabilities may come across difficulties on the job. There are a range of AT aids and other useful products available to tackle the issues that older workers may experience. (Assistive Technology and Aging)

6. Describe a process as to how assistive technology devices will be transferred to and/or purchased by another agency to support postsecondary activities

Once the nature of the needs have been identified, you can then look at the appropriate assistive technology devices and services. It is also important, that most technologically advanced system may not be the best solution. Any device must be tried out before purchasing it. A device that appears to be perfect may not be really suitable and will prove to be difficult. When you are thinking about the price of device, also think about any extra costs that may crop up. Check up with some of the members of your child's assessment team who will give you some opinion about the future costs. You must have a clear budget and a decision about what to buy, as prices are a major worry for the parents buying assistive technology. Some may purchase the device or it may come through some foundations. Some sources of funding are: early intervention programs; Head Start; state programs; vocational rehabilitation programs; Medicaid; nonprofit disability associations; civic organizations. Plans for checking your child's use of the device should be incorporated in the assessment you do before buying it. Members of your child's assessment team should occasionally test to make sure the device is working properly, that no changes are to be done, and that it is efficient and safe for your child as he grows. Maintenance of the device will be essential, so before buying it you should find out what kinds of warranties it has and whether it can be easily repaired at a place close to your home. (Characteristics of Appropriate Assistive Technology)

7. Identify some of the barriers that might prevent an individual from obtaining or using assistive technology in the school, work, or community

Assistive technology in order to be effective is required to be accessible to the people with deficiencies. The Assistive technology is required to be conceived of with regard to the fullest possible availability of the mainstream technology with regard to the information technology, educational technology, instructional technology, entertainment technology, medical technology etc. The mainstream technology is required to be generated with the in built accessibility, with utilization of the basic tenets of general designing and general applicability. Presently it is evident that the money is spent on technologies meant for schools, community centers, libraries and other public entities in absence of clear policy guidance without any regard to the general accessibility. This result in the depriving of the individuals with deficiencies to use the newly installed technology and the public agencies are to strive hard to resolve the problems with regard to the access. To illustrate, some schools are found to have adopted special education budgets so as to the meet the costs of accessibility adaptations for educational technology instead of utilizing general educational technology budget so as to guarantee the access. (Federal Policy barriers to assistive technology)

Besides the problems of accessibility the complexity is considered to be another barrier in application of the assistive technology. Complexities with regard to litigations are considered barriers. Problems resulting in litigations, to illustrate, problems arise when colleges do not permit accommodations associated with computers and word processors with spell checking programs for examination purposes. Since this involves the hardship of close monitoring educational institutions are reluctant to allow such devices resulting in denial of assistive technology to the students. In case of the colleges applying assistive technology and computerized educational testing is facing the problems with regard to the issues of equitable access in the testing environment. The question arises whether the students with learning disabilities have the adequate ability to perform well in the computerized standardized tests. As Hockley pointed out those analyses are to be made so as to find out the barriers generated by technology are required to be conducted in the near future so as to confirm that access is not declined by the introduction of technology. (Day; Edwards, 1996)

8. Give example of assistive technology for the following functional domains

The extension of the scope of the assistive technology to the functional domains is seen as a solution to the functional limitations relating to physical, mental or sensory conditions that stands as a barrier to a person from effectively communicate, work, entertain or in other words in normal functioning of the man. The assistive technology facilitates the people to overcome the physical deficiencies and to be productive to the fullest extent possible. The Adaptive Play involves the availability of the battery operated devices so as to permit the children and adults to exert control over the circumstances irrespective of the physical deficiencies like, motor control deficiencies, and other developmental disabilities. Switches involve single and potentially multiple switch access methods that permit a person with the most severe disability to regulate various aspects of their environment inclusive of entertainment, communication, education, mobility, and also employment. (What is Assistive Technology?)

The devices and aids devises so as to permit a person to experience better regulation over their environment enhances the users liberty and in normal functioning of his life. The augmentative and alternative communication technology enhances the facilities for the communication of a person with individual in groups and even by means of telephone. The Augmentative and Alternative communication technology even assist in enhancing a specific language concept and strategies to make the non-verbal persons able for effective interaction with the existing environment. The devices of the assistive technology also assist in improving the sensory interactions with medication of the mode of receipt of the information so as to accommodate the sensory limitations. Assistive technology also provides alternative learning strategies so as to meet the requirements of certain individuals with learning deficiencies. (What is Assistive Technology?) The role of assistive technology in sphere of social competence is seen as aids so as to cater to deficiencies of effective skills essential for interpersonal functioning. (Nurturing Social Competence in a Child with LD)

9. Assistive technology has a variety of application for all type of people. Who might benefit from assistive technology use? Why might people be better candidates for assistive technology used than other?

Normally, any technology enabling someone to perform something without which they are unable to do is known as assistive technology that makes it easier to access and attain the unreachable objectives. The assistive technology as applied to a person with impairments are more often known as adaptive technology in the circumstances of computer related accessibility. The assistive technology seems to be advantageous to all concerned irrespective of disparities in age, disability and health conditions. A varied range of physical and cognitive deficiencies are evident within the young children ranging up to the adults. They deficiencies with regard to the Disabilities in Learning, Blindness or less Vision, Loss of Hearing, Difficulties of Speech, Difficulties in Mobility, Muscular Dystrophy, Multiple Sclerosis, Cerebral Palsy, a Developmental disability, ADHD, PDD, Brain injury etc. can conveniently be overcome by the assistive technology. The persons suffering from such deficiencies are profoundly assisted by the assistive technology in many directions of their personal life, education, employment, recreation and social. (What is Assistive Technology?)

The assistive technology assists in improving the individuals their independence, building of self-confidence and self-esteem and develop the quality of life and also combat the obstacles in extending the tools for potential employment and educational facilities. (What is Assistive Technology?) Children suffering from listening impairments are effectively benefited by the assistive technology through the assistive listening devices. The assistive listening devices are designed to resolve basic problems relating to the listening problems generated by a hearing impairment that is not overcome effectively by the personal hearing aids alone. The assistive learning devices are applied alone or in combination with personal hearing aids. The major groups of assistive learning devices are considered to be the personal frequency modulated systems and sound field frequency modulated systems. (Assistive Technology Fact Sheet #2)

10. What assistive technology training should be presented to teachers, families, and users?

Assistive technology is taken to be the devices or mechanical aids used for enhancement of the functions of some physical or mental ability that is handicapped. The Individuals with Disabilities Education Act - IDEA provides the basics about the assistive technology devices that can be applied in the educational environment to entail a variety of accommodations or adaptations for people with disabilities. The assistive technology includes a number of applications. The students with physical disabilities in the class room necessitate assistance with regard to their positions for seating so as to be capable of effectively participating in the school work. The assistive technology is required to enable the impaired students participate effectively in school tasks. (Kelker, 1997)

Besides, the unhindered use of assistive devices in the classroom can be achieved for students through various environmental regulations including remote control switches and special adaptations of devices so as ensure their accessibility. Students also necessitate some form of communication medium so as to interact with others and learn from social contact. Communication devices in this respect involves devices like symbol systems communication boards and wallets, programmable switches, electronic communication devices, speech synthesizers, recorded speech devices, communication enhancement software and voiced word processing. Use of such assistive devices necessitates intensive training of teachers, family members and users. Without effective skill development training the benefits of such devices cannot be entailed fully. (Kelker, 1997)