Overview of Assistive Technology (AT)

AT Internet Modules: Overview of Assistive Technology

Beginning with the current definition of assistive technology and continuing with the laws and legal mandates that influence AT implementation, readers of this module will be provided with a broad, foundational introduction to the field of AT. This module provides readers with information about specific AT devices and services, implementation and impact of AT devices and services across various environments, the low-mid-high tech continuum of assistive technology, AT standards of practice as well as AT program and self-evaluation tools.

https://atinternetmodules.org/m/778 

Define Assistive Technology (AT)

AT Device Definition: "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities"

(IDEA 2004, Part A, Definitions, 300.5)

AT Service Definition: Assistive Technology Service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes--

• The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment;

• Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;

• Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;

• Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;

• Training or technical assistance for a child with a disability or, if appropriate, that child's family; and

• Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child. (IDEA 2004)

Types of AT

AT can assist individuals with a variety of needs by improving their ability to access environments and their day-to-day functioning.

• Access to Electronic Devices

• Activities of Daily Living

• Communication

• Hearing

• Math

• Mobility

• Organization and Study Skills

• Reading

• Recreation, Leisure, and Play

• Seating and Positioning

• Transportation

• Vision

• Writing: Composition

• Writing: Motor Aspects

How to Identify Different Levels of AT

Standards of Practice Regarding the Provision of AT tools/or services

Quality Indicators for Assistive Technology Services (QIAT)

The QIAT Consortium is a nationwide grassroots group that includes hundreds of individuals who provide input into the ongoing process of identifying, disseminating, and implementing a set of widely-applicable Quality Indicators for Assistive Technology Services in school settings that can be used as a tool to support:

• Assistive technology service providers as they evaluate and constantly improve their services.

• Consumers of assistive technology services as they seek adequate assistive technology services which meet their needs.

• Universities and professional developers as they conduct research and deliver programs that promote the development of the competencies needed to provide quality assistive technology services.

• Policy makers as the attempt to develop judicious and equitable policies related to assistive technology services.

QIAT includes quality indicators, intent statements, and common errors for eight areas important to the development and delivery of assistive technology services. It is the intent of the QIAT Consortium that each area be fully explored because the areas are complementary in nature.

When reviewing or using the Quality Indicators for Assistive Technology, it is important to be aware of some basic assumptions that pertain to all areas of QIAT.

• First, it is essential that ALL AT services developed and delivered by states or districts are legally correct according to the mandates and expectations of federal and state laws and are aligned to district policies.

• Second, AT efforts, at all stages, involves ongoing collaborative work by teams, which include families and caregivers, school personnel, and other needed individuals and service agencies.

• Third, team members involved in AT processes are responsible for following the code of ethics for their specific profession.

Professional Growth Opportunities in the area of AT

Professional growth opportunities are websites, webinars and on-line learning modules that provide resources for learning about assistive technology devices and services.

• https://atinternetmodules.org/ 

• https://www.atia.org/ 

• https://www.closingthegap.com/webinars/ 

• https://www.resna.org/Resources/Professional-Development 

• https://www.air.org/project/center-technology-and-disability 

Locate Institutions That Provide AT Certificate Programs

There are no federal or state licensure requirements for professionals conducting AT assessments or making decisions about AT. According to the IDEA, professionals who are knowledgeable about AT can make decisions about AT consideration, assessment, selection, and implementation. However, a few certification programs are available for those wanting to increase their knowledge base regarding AT. While the number of AT certification programs is limited, the field is growing. In particular, online resources make it convenient to acquire knowledge related to the field of AT. 

A list of a selection of institutions that offer such programs at this link. 

AT Program and Self-Evaluation Tools

In addition to certification and educational programs that provide an avenue to learning new AT information, certain competencies guide individuals and teams through assessing their own AT knowledge and service delivery. These evaluative tools can highlight areas of both strength and needs. When used as group evaluative tools, the results can be used to make decisions about professional development and training to improve AT-related practices. 

The Wisconsin Assistive Technology Initiative (WATI) Competency Self Rating: http://www.wati.org/free-publications/other-materials/  

This independent self-rating tool allows individuals to reflect on their skills, abilities, and understandings as they relate to AT. When used independently, the self-rating may help individuals gain an understanding of where they need to receive more training to increase their knowledge base. When the team members complete the self-rating, the results may be compared to analyze the strengths and training needs of the team as a whole. A copy of the WATI Competency Self-Rating tool is available in the documents section of this module, or by clicking on the link.