Assistive Technology for Children
Wisconsin Assistive Technology Initiative
The Wisconsin Assistive Technology Initiative (WATI) is a statewide project funded by the Wisconsin Department of Public Instruction. WATI helps school districts develop or improve their assistive technology services for students with disabilities. The Initiative also works with pre-school children through a grant from the Wisconsin Birth to 3 Program.

Visit the WATI Web site for more information.

Assistive Technology for Effective Education of Children with Disabilities
By Mick Joyce
Back in the 1960s when I was a child growing up with Cerebral Palsy, there was little assistive technology. There were walkers, two or three models of wheelchairs and a key-guard to fit on a massive IBM typewriter. I had no "right" to attend public school, much less to access the latest devices that could aid in my development. My Dad, a somewhat inventive handyman of all trades, struggled to adapt toys, typewriters and wheelchair seats so I could use them more effectively.

Those days are history now. Children with disabilities must be provided the same free, appropriate educational opportunities that are afforded other students. This includes accessing appropriate assistive technology to function as independently as possible on the playground as well as in the classroom. New devices are being developed almost daily to aid children with unique needs to communicate with their peers, to “make tracks” in the hallways and to operate toys enhancing their motor skills. This not only leads to a more effective education program, but also facilitates a more normal transition to adulthood.

The laws are clear, but are not always effectively implemented and enforced by government and local schools. This is usually due to ignorance, stigma and/or in some cases inadequate information about new devices and their functions. So parents and other advocates of school-aged children (age 3 to 21 in the case of children with disabilities) should be aware of the Individualized Education Plan (IEP) and its implications for children requiring assistive technology.

The Individualized Education Plan and Assistive Technology
In Wisconsin, children are identified as having Exceptional Educational Needs (EEN) before entering school. It is the school district's responsibility to assess, discover and evaluate the exceptional needs of all students. This is done by a multidisciplinary team (M-team). The M-team should include anyone with knowledge of the child's needs. It may include parents, professionals (for example, doctors and physical, occupational and speech therapists) and advocates. These people may or may not be on the staff of the school district. Because parents know the real needs of the child, they can play a most important role in the M-team. In the needs identification process, parents have the right to recommend members of the M-team, have access to information it develops and to appeal its finding. Parents who think their children have assistive technology needs should assert that a professional qualified in the area of assistive technology be on the M-team. After the above process, appropriately trained school personnel must design an Individualized Education Plan with the consent and approval of the child's parents. This plan is an official document that states clearly what the school will do to meet the individual needs of that child. These plans must meet certain federal guidelines. Plans are reviewed and revised annually, and parents are encouraged to take part in even the early stages of planning.

Parents should keep in mind that learning is not restricted to the school grounds. It takes place on field trips, at special-interest clubs and where kids “hang-out” during breaks as well. The severity of a child's disability is not a consideration in providing a program. Children with disabilities have the right to attend beneficial educational programs. If no program exists, the district must create one (in cooperation with other districts, if necessary) to fit students' individual needs.

Such programs must take place in the least restrictive environment possible, usually in regular classrooms. It must include social activities such as general play time, sporting events and school dances. The IEP should address how social integration will take place. The burden of proof rests with the school district whenever children with disabilities are placed in a more restrictive environment. Carefully thought-out plans will use assistive technology to help students in breaking down both physical and psychological barriers to normal social integration.

The IEP Includes:

1. Annual goals and short-term objectives for the student with a disability.
   
   
2. A list of activities in which the student will participate.
   
   
3. Methods of measuring whether a child has reached his/her objectives in a pre-established time frame.
   
   
4. Assistive technology useful in aiding students in developing their educational goals (see example below).

A common problem is that goals and objectives are written in such an ambiguous way that they can't be objectively measured. Parents and other advocates of children with disabilities should study this part of the plan carefully to make sure that written educational goals are concrete enough to be measured. If assistive technology is used, school officials should be as specific as possible as to the type, brand and model of device(s) needed. For example, considering the number of devices on the market, requesting an "augmentative communication device" usually is not specific enough.

Sometimes the goals and objectives of an IEP are abbreviated and overly simplistic. For example, the IEP may read, “The student will attend a dance and will go out on the playground three out of five days each week.” The statement of this goal provides no assurance that necessary social interaction skills will be developed. A more appropriate statement might read, “The student will learn how to pre-program a communication device for dance and playground settings. The student will attend dance and playground activities and use the above skills in a socially acceptable manner.”

In a closely associated section, the plan spells out the “related services” that the student will use to achieve his/her goals and to enjoy the full benefit of the school environment. Related services include physical, occupational and speech therapy, and other services not normally offered by school districts. This section also lists aids that can be employed, assistive technology and assistive technology services that make devices accessible to the student. Included are evaluations of appropriate devices, coordination of purchases and loaning out of equipment, adaptation and repair of devices.

This section is traditionally used to indicate needed assistive technology and special devices. Restricting them to this section, however, may limit access to devices that could be very helpful to the student's development, not only through school but through his/her entire life. For example, exercise and recreation are life-span activities introduced in physical education. Very simple devices can enable some students to participate in “regular” physical education classes.

An IEP element of major importance to assistive technology is the plan for the effective transition from school to other activities when special-needs students leave the school system. This could involve further education, on-the-job training and supportive and/or competitive employment. Schools must start planning for transition services when students reach their sixteenth birthday. As students move from school to employment, assistive technology can be used to improve vocational skills, to help students interface with their new environment and to assist them in being more employable.

Other Considerations
When assistive technology is mentioned in the IEP, the funding to pay for it cannot be mentioned. Although other funds may be tapped, the final responsibility for making the equipment available rests with the school district. If the school buys the equipment, the school owns it. However, it cannot be limited to in-school use only. If the IEP determines the child needs the device at home for educational-developmental needs, the child may take the device home. Likewise, schools are usually responsible for repair and upkeep of equipment they own. However, if a device is lost or stolen, it becomes like a library book and parents are usually responsible for the cost. Some home owners' or renters' insurance will cover the cost of stolen goods belonging to another party, in some cases for a small add-on fee. Parents may want to check their insurance policies and purchase extra insurance as needed.

Because of the IEP's importance in the education of children with disabilities, procedural safeguards are provided, including an impartial due process hearing. Many states use mediation to settle differences between parents and school officials prior to the formal hearing. Mediation, however, cannot be used as a required first step in the appeals process. Many times parents and other concerned persons feel their child's assistive technology needs are not well-addressed or an inappropriate device is being provided. Parents have the right to appeal any part of the IEP, including provisions for assistive technology.

Support From Other Sources
Parents have the right to an independent evaluation and a hearing. It helps to be well-informed in this process. There are many parent groups in all parts of Wisconsin that can help. Reading current articles on assistive technology aids one in keeping up with current technology. Attending conferences is another way of increasing one's knowledge base. Statewide conferences occur in many parts of Wisconsin at various times of the year.

Resources like the Wisconsin Coalition for Advocacy, the Parent Education Project, the Parent Empowerment Coalition and the Wisconsin Council on Developmental Disabilities are available statewide. WisTech is an assistive technology advocacy, coordination and systems change effort. Its purpose is to change the way professionals, providers and consumers think about assistive technology, leading to greater acceptance, increased use and decreased cost of many assistive devices.

Many other local groups exist as well, along with national groups addressing disability and technology. Many of these groups publish newsletters that include up-to-date information. Information on all these groups is available by calling your local independent living center.
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