Assistive Technology What is Assistive Technology?   The AT Fair is coming to La Crosse!! What: Assistive Technology Resource Fair When: Tuesday September 23rd, 2008 - 9am-5pm Where: Radisson, La Crosse, WI FREE ADMISSION…..REFRESHMENTS AND SNACKS For Further information contact Alicia Oliver - 608-787-1111   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 (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 andsatisfying 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