Gaining Independence with AT

As an educator studying Educational Technology in graduate school, I find any form of technology important in learning. While I do not feel individuals need to constantly be sitting at a computer or incorporating technology into lessons, I do find the application of technology into education a great tool for students’ understanding and acquisition of content. In this case, while planning lessons, I make the choice for my students to incorporate and use Educational Technology in the classroom.

However, teachers do not always make the decisions. In many case, using technology, especially Assistive Technology (AT), is a personal choice. When an individual becomes dependent on technology for life-supporting purposes, technology becomes more beneficial and allows the individual more freedom throughout the day. An individual’s decision to use AT can provide that person the ability to obtain a more independent lifestyle. This is also true if the reverse occurs: if an individual chooses against the use of AT, he or she may find less independence throughout the day.

To aid individuals with disabilities in obtaining more independent lifestyles, the Americans with Disabilities Act (ADA), Titles II and III, prohibits discrimination with services provided to individuals with disabilities and requires programs to accommodate people with disabilities as they would the general public. This requires the use of AT by providing ways for individuals to easily enter, exit, and maneuver through buildings. Also, communication devices must be implemented within buildings, including Braille, large print, and listening devices.

Nevertheless, while the public is required to provide these AT services in public buildings, individuals with disabilities face accessibility issues within their own homes as well. As a result, Universal Design (UD) Smart Homes address “the entire environment [of a home]” to create a more accessible living space. Smart Homes are created with AT devices and services to aid individuals with disabilities toward a more independent lifestyle. The homes include features accessible for everyone, including extra hallway space, lower sinks, automatic light switches, soft-slope landscaping, non-slip floors, varying counter heights, and so on (Schwab, 2004). As a result, the Assistive Technology used within the home allows all individuals within the house to access all features and lead independent lives.

Augmentative and Alternative Communication (AAC)

Assistive Technology (AT) is “used to increase, maintain, or improve the functional capabilities of a child with disabilities” (IDEA) and allows for more independence when accomplishing educational and life tasks. However, as with many fields grouping individuals together, AT includes subcategories to identify specific issues within among its users. As a subset of AT, Augmentative and Alternative Communication (AAC) refers to a “method of communication used by individuals with severe speech and language disabilities… who are unable to use verbal speech but are cognitively able or whose speech is difficult to understand” (Watson). Whereas AT focuses on creating independence and functional capabilities for a person with disabilities, AAC isolates to focus on the individual’s need for communication.

Since individuals using AAC technologies are unable to verbally speak or can be difficult to understand, Augmentative and Alternative Communication uses a variety of non-verbal communication tools and devices to assist in communicating. Most commonly used include communication boards, symbols, drawings and pictures, sign language, non-verbal gestures, or a combination of these. Furthermore, many AAC cases involve Assistive Technology (Watson). In fact, like Assistive Technology, Augmentative and Alternative Communication consists of no-, low-, and high-tech devices. No-tech AAC devices include picture and symbol boards that don’t require batteries; these devices can be used by pointing at the picture/symbol to communicate what an individual wants or needs. Low-tech devices become more involved and may use a battery, incorporating the picture/symbol, the word, and an object that matches. High-tech devices are electronic devices that allow messages to be stored and retrieved. With high-tech AAC devices, there are two subcategories: dedicated and non-dedication. Dedicated tools are developed primarily for the purpose of communicating, whereas non-dedicated tools can be used for communication but have other functions as well, such as a computer. When determining if an individual requires AAC, one should consider the individual’s cognitive ability, physical ability, vocabulary use, motivation, and which AAC system would match the individual’s needs (Watson). Doing so will help place the individual with the proper AAC device and allow for better communication.

Cost Efficiency in Assistive Technology

As we advance further into an age of technology, we find ourselves pushing for hi-tech products in every educational setting. After all, if it is part of our current societal way-of-life, and if it is what the newest generation was born into, why shouldn’t we use our best advancements and tools to expand the minds of our students? Especially if it is to provide various learning strategies, materials, and technologies that will increase a child’s understanding and acquisition of learned subjects. However, the need for technology goes deeper than the traditional classroom. In fact, in today’s classes, we have a variety of learners, with an assortment of abilities. Take a moment and ask yourself how a student with disabilities learns differently than other students, and how technology can benefit him or her. Placing a laptop in front of a student with 20/20 vision is quite different than placing a laptop in front of a student with 20/200 vision. Regardless of the reason, Assistive Technology (AT) holds a prominent role in today’s educations setting.

Make a list of possible needs for students requiring AT and you could find hand-held spell-checkers, advanced reading aids, word processing programs with speech-enabled feedback, alternate paper, pencil grips, voice dictation software, computer-based organizational programs, adapted eating utensils and drinking aids, TTY (text telephones), alphabet boards, computer touch screens, alternate keyboards, adaptive seating… the list is unending (Georgia Product 2000).

Unfortunately, schools and families face funding issues when equipping their schools and homes with assistive technologies. How is it financially possible to meet the needs of students and schools requiring Assistive Technology? In fact, the majority of the devices on the list remain high-tech, involving a computer chip to function, making the aforementioned list relatively expensive. Even so, the devices that fall into the no-tech (i.e.: pencil grips) or low-tech (i.e.: magnifying glass) categories can be costly to replace or supply in abundance.

Still, one can advocate, “focus on no-tech and low-tech devices.” However, this will only get a school and student so far. First, the school will inevitably have to replace the device or will have to provide multiple copies for multiple students, again raising the price. Not to mention, how can we stick to no- and low-tech devices when some students' Individualized Education Plans (IEP) show they require high-tech AT services? Giving a student a magnifying glass who would better benefit from a computer enabled with a word processing system that included speech-feedback would set the student back, not benefit him or her.

Therefore, the answer is not focusing on the wrong devices because they are cheaper, but finding ways to afford and fund the beneficial devices. There are several options when looking to fund Assistive Technology, including funding under the IDEA (Individuals with Disabilities Education Act) and the Tech Acts, Medicaid, school programs, private funding, loans programs, and lending libraries. The IDEA and Tech Acts offer funding for AT supplies and services. However, their funds are depleting and requests for devices are not always granted. The Tech Act also offers no- or low-interest loans. Moving on, Medicaid covers a variety of devices only if they are “medically necessary.” Furthermore, Medicaid requires a physician’s authorization before assistance is granted. By law, school districts are required to provide AT services and supplies to students with disabilities to aid in education, as deemed necessary on a student’s IEP. For those still unsure how to fund their AT needs, private insurance and loan programs are available as well (Georgia Product, 2000). Lastly, AT organizations in various states have lending libraries, allowing schools and organizations to borrow devices to match a child’s needs before purchasing the product (FCTD, 2007).

Therefore, can we legitimately argue no- and low-tech devices are enough for our students requiring high-tech Assistive Technology services? When funding is available, what price do we put on a student’s education? There isn’t one.