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Assistive
Technology
What is Assistive Technology?
Assistive Technology (AT)
is any product or equipment used to maintain
or improve the functional capabilities of
people with disabilities. These items may
be commercially made products, common products
that have been modified to serve a specific
need, or custom-made devices. People of all
ages can use assistive technology to help
them at home, in school, at work or anywhere.
Please review the following sections for information
regarding each of these topic areas:
Assistive
Technology in the Home
To make your home accessible, consider
the following questions.
Indoors
Are
switches and thermostats located no more
than 48 inches from the floor for easy access?
Can
conventional wall light switches be replaced
with rocker-switch plates?
Do
switches have locator lights in them so
they can be easily found in the dark?
Can
electrical outlets be placed at least 27
inches from the floor to minimize bending?
Is
carpeting low-pile and securely fastened
to the floor so that a wheelchair or walker
can easily navigate? You may want to remove
throw rugs, which can get in the way of
wheelchairs, crutches and walkers.
Do
stairs have a sturdy, easily grabbed handrail
and banister?
Is
carpeting in good repair and tightly secured
to the steps?
Have
ceiling lights been replaced with wall lights
so light bulbs can be easily replaced?
Have
light bulbs been replaced with long-life
bulbs? You might consider investing in a
light-bulb changer, available at most hardware
stores.
Do
floor and table lamps have switches activated
by touch or sound?
Is
there a convenient location in which to
keep a rechargeable flashlight in case of
a power failure?
Do
doors have lever handles instead of round
doorknobs?
Are
doorways at least 32 inches wide? If not,
other options include: swing-clear (recessed)
hinges, pocket doors and accordion doors.
Is
the house wired with signal devices that
visually indicate the position of phone,
door, alarm clock, etc.?
Does
every room in the house have a personal
security device that will alert help if
someone falls or needs emergency assistance?
There are a number of these devices on the
market. Some, when activated, make a phone
call to a central location that can dispatch
help. Others are programmed to ring the
home phone at pre-arranged times during
the day; if the phone is not answered, emergency
personnel are sent to the house.
Household
Products
Are
visual displays large enough and sufficiently
bright or dark against their backgrounds
to be legible?
Are
recorded or synthesized voice instructions
limited to a maximum of five choices?
Do
latches and snaps require a minimum level
of strength?
Are
slide or toggle switches used in place of
dials?
Are
knobs and dials large enough to grasp easily?
Are
the on/off controls safely and conveniently
located on the front of the device?
Is
the emergency switch hidden on the back
of the unit and difficult to reach?
Are
there remote controls?
Is
the equipment easy to handle? Are modular
units easy to assemble and install?
Are
operation and maintenance instructions clear
and easy to read? Are they available in
large print, Braille, audio cassette or
video cassette?
Are
there alternate designs of the product that
accommodate the relevant impairment? For
example, a microwave oven with synthesized
voice that indicates a given setting is
useful.
Can
the product be adapted to fit your needs?
For example, can Braille, tactile or large
print labels be ordered?
Kitchen
The kitchen is usually one of the most
lived-in rooms in the house, where cooking,
eating, cleaning and entertaining can all
take place. Because of the potential for burns,
spills and fires, you should ask these questions
about kitchen modifications.
Do
shelves roll out to minimize bending?
Is
there adequate storage space? If not, you
may want to modify a broom closet into an
easily accessible pantry.
Does
at least one shelf have cutouts that can
hold bowls securely for one-handed stirring,
at a level convenient to a person who is
seated?
Is
there a scorch-proof shelf near the oven?
Is
lighting adequate and directed over the
work areas?
Do
kitchen utensils have easy-grip handles?
Is
the sink easily accessible? Some sinks have
sloped fronts so that dishes can be slid
into them. In addition, long-handled lever
faucets and spray nozzles simplify dishwashing.
Does
the refrigerator have a side-by-side refrigerator-freezer
setup or a freezer on the bottom for easy
access?
Are
burner controls mounted on the front of
the stove to eliminate the risk of burns
from reaching over a heating element?
Are
fire extinguishers reachable, lightweight,
easy-to-use and located away from the oven?
Do
dishwashers, microwaves, washers and dryers
have adequate labels for their settings?
Some manufacturers will provide Braille
or tactile labels, or customized knob turners
upon request.
Besides
these significant modifications, the following
tricks of the trade allow easier maneuvering
in the kitchen.
A
small mirror mounted over the range allows
seated cooks to see into the pans on back
burners.
Unbreakable
glass pots let seated cooks see how the
food is cooking.
Clothes
pins attached to burner knobs can make turning
easier.
An old-fashioned potato masher or slotted
spoon can be used to turn knobs on a clothes
dryer.
Tongs
can help remove cans or boxes from cabinet
and refrigerator shelves.
Bathroom
Modifications in the bathroom should be made
to prevent falls and eliminate the hazards
of using electrical appliances around water.
Privacy and dignity need to be considered,
along with accessibility and safety.
Is
the entry door adequate? If the doorway
is too narrow, sliding doors can add needed
space. These doors recess into the wall
and don't get in the way. Or a bathroom
door can be relocated; for instance, the
wall of an adjoining closet can be knocked
out to create a new doorway.
Will
a commode or shower chair fit in the bathtub
or shower? If possible, could it be permanently
installed?
When
installing a roll-in shower stall, have
you considered allowing room for assistance
by an attendant?
Is
a grab bar located over the toilet and the
tub to assist the person in getting up and
down?
Is
the faucet hardware easy to operate, with
easy-to-turn knobs or levers?
Does
the shower have an anti-scald mixer?
Do
the wet surfaces have anti-slip material?
Is
the sink located at least 27 inches from
the floor so an individual in a wheelchair
can approach it straight on?
Do
combs, hair brushes and toothbrushes have
easy-grip handles?
Does
the bathroom have a telephone or emergency
alert device?
Living
Room
Living rooms, dens and family rooms are fairly
easy to make accessible. Some of the major
considerations have already been addressed:
wall switches, thermostats, electrical outlets
and carpeting.
Are
windows easy to open? Windows that tilt
out at the base and sliding windows make
opening easy.
Do
the TV and VCR have remote controls?
Has
a cordless phone been installed? This can
be an important safety and communications
device for people with mobility impairments.
Are
phone jacks and telephones installed throughout
the house for safety and security?
Do
remote control devices such as clap on/off
or motion detector lighting allow control
of appliances and lights from another room?
For instance, these devices can be used
to turn lights on before entering a room.
Does
the front door have an intercom? Another
useful device is a wireless doorbell, which
can be carried from room to room to ensure
that ringing is heard.
Bedroom
Is
the bed the correct height for a minimally
assisted wheelchair-to-bed transfer?
Can
lamps near the bed be turned on by touching
the lamp base?
Does
floor space permit adequate turning radius
for a wheelchair?
Do
closet lights turn on automatically when
the door is opened?
Can
the height of the clothing rods be adjusted
for easier reach?
Are
curtains of the easy-gliding type, rather
than curtain rods and drawstrings?
Is
there a bedside caddy to keep magazines,
knitting and other items within easy reach?
Is
there a bedside phone?
Is
the clock sufficiently bright for the person's
needs? Talking clocks are also available
for people with low vision; check to be
sure that such clocks are loud enough to
be heard. Light alarms and bed vibrators
are available to alert people with hearing
impairments.
Garage
Is
the garage wide enough to accommodate a
wheelchair exiting from a van, or will the
person have to exit the van outdoors?
Is
the garage entrance at least seven feet
high for the van clearance? Height may vary
for roof-modified vans.
Is
there an automatic garage door opener?
Are
the thresholds in the garage accessible
to wheelchairs, walkers or people with limited
mobility?
Are
gardening and other tools hung low enough
to be easily reached?
Outdoors
Are
doors and walkways at least 32 inches wide
to accommodate wheelchairs or walkers?
Is
there a ramp and is it in good condition?
A general rule for ramp construction is
for every inch in height, the ramp should
extend 12 inches. Also, the ramp should
have a platform landing large enough for
a door to open while a wheelchair is positioned
on the landing.
Do
sliding glass doors have low thresholds?
Are
railings installed on both sides of door
steps?
Do
the doors have a lever door handle rather
than a doorknob?
Is
there a single-action deadbolt lock on the
inside of the door?
Are
walkway and porch areas well lit?
Is
the mailbox in a location that makes it
easy to retrieve mail?
- Electrowriters,
which allow messages to be sent electronically
by transmitting an image written or drawn
on an electronic pad to a receiving unit.
- Hands-free
headset phones and telephone amplifiers.
- Reading
machines that convert printed matter to
synthesized speech.
- Optical-to-tactile
converters that convert the image of a printed
letter to a vibrating, tactile form that
can be felt with a finger.
- Voice-activated
computer systems that eliminate the need
for the user to touch the keyboard.
- Computer
software - word reduction/expansion to limit
the number of keystrokes, "sticky key"
programs to allow simultaneous commands
to be done sequentially, and screen magnification
programs.
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:
- Annual
goals and short-term objectives for the
student with a disability.
- A
list of activities in which the student
will participate.
- Methods
of measuring whether a child has reached
his/her objectives in a pre-established
time frame.
- 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.
AT
Resources for Older Adults
As we age, our capabilities are likely to
change and diminish. Some of us will develop
weakened eyesight that can be corrected with
glasses. Others will experience difficulties
with mobility, hearing or speech. Yet many
of us will not consider ourselves to be people
with disabilities.
Regardless
of how we perceive ourselves or our conditions,
it can be worthwhile to seek out information
and assistance from agencies that serve people
with disabilities. You can find out how to
obtain home and personal security devices
for contacting emergency assistance. You can
learn how to modify your residence to accommodate
arthritis or the use of a walker, scooter
or wheelchair. You can locate large print
dials and switches for many home appliances
and learn where and how to purchase assistive
listening devices. You can discover communication
opportunities with telecommunication devices
for people with hearing loss and reading machines
that convert printed matter to synthesized
speech.
These
and many other services are available from
Wisconsin's eight independent
living centers. The centers are consumer-directed,
non-profit organizations that provide an array
of services, including: assistive technology,
peer support, information and referral, independent
living skills training, personal care and
service coordination, advocacy and community
education.
Farmers
can learn about assistive technology for agriculture
by contacting the AgrAbility program. For
information, call Jessica Danizger at 608/262-9336
(voice) or 1-800/947-3529 (Telecommunication
Relay Service).
On
the Internet, you can find a library of articles
about elders and AT on the Web site of the
National
Resource Center on Supportive Housing and
Home Modification.
Don't
let the word disability keep you from resources
that can help you live an independent and
satisfying life.
AT
Websites
Automotive Euipment
Adaptive
Equipment & Vehicles Modified for People
with Disabilities
Computers
& Information Technology
Assistive
Technology Resource List
DO-IT
Program
Great
Lakes ADA & Accessible IT Center
National
Center on Accessible Information Technology
in Education
Trace
Research & Development Center
Working
Together: Computers and People with Learning
Disabilities
Working
Together: Computers and People with Mobility
Impairments
Working
Together: Computers and People with Sensory
Impairments
Working
Together: People with Disabilities and Computer
Technology
Financing
Alternative
Financing Technical Assistance Project
WisLoan Program
General
ABLEDATA
Assistive Technology Database
Center
for Assistive Technology & Environmental
Access
Center
for Universal Design
Disabilities
Index at DHFS
State
Legislation on Assistive Technology
Workplace
Technology
Agricultural
Technology Information & Database
Agricultural Technology in Wisconsin
Tech
Connections
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