Describe the vocational activities and related skills that can be aided by assistive technologies
Assistive technology certainly includes computers, but it also refers to a number of other types
of accommodations and adaptations which enable individuals with disabilities to function more
independently. Computers are an important type of assistive technology because they open up
so many exciting possibilities for writing, speaking, finding information, or controlling an
individual’s environment. But computers are not the only avenues to solving problems through
technology. There are many low tech (and low cost) solutions for problems that disabilities pose.
Examples of inexpensive, low tech solutions include wrist splints, clip boards for holding papers
steady, or Velcro tabs to keep positioning pads in place.
Describe the influence of the physical, social, cultural, and institutional contexts on the use of
assistive technologies in the workplace
There are four main components to the context. The milieu/environment includes: physical,
social, cultural and institutional. The physical context require examining the environment
associated with the individual using assistive technology and confirming the technology is
appropriate for their particular setting. The social component includes the people interacting
with the individual with Special Needs (milieu). These people can be family, friends, teachers,
and therapist(s) etc. who play an essential role in the individual’s life. These individuals are
involved in the decisions-making process related to most appropriate assistive Technology. The
cultural context consists of the individual’s family, heritage and relationships. These aspects need
to be considered with choosing assistive technology because the individual’s views must align
with the assistive Technology. The fourth component is the institutional context. The institutional
context considers the individuals who make the laws and policies related to making the
environment more inclusive for those with Special Needs.
Understand the role of the assistive technology practitioner in addressing the vocational goals of
the person with a disability
Accessibility to individuals who have physical or cognitive difficulties, impairments, and
disabilities. When selecting assistive technology products, it is crucial to find products that are
compatible with the computer operating system and programs on the particular computer being
used. Below are descriptions of the various types of assistive technology products that are
currently available on the market today. You may also want to use a tool to identify the right type
of assistive technology that might be useful.
Understand the unique attributes of the assessment and implementation of assistive technologies
in the vocational setting
List the major assistive technologies that are used in vocational setting
Assistive technology means any device which helps an individual with an impairment to perform
tasks of daily living. There is a wide range of types of devices in assistive technology from low
tech, homemade aids to computers and sophisticated electronic equipment. Assistive technology
is one of the services which can be provided in a special education program under the
Individuals with Disabilities Education Act (IDEA). The requirements of IDEA say that students
who need assistive technology are entitled to the aids and devices and the assistive technology
services (e.g., evaluation for assistive technology and modification and maintenance of
equipment) that are necessary for the student to benefit from a free, appropriate public
education (FAPE).
Describe strategies for implementing assistive technologies in the workplace
Once the IEP team determines that AT is necessary, many schools develop written plans or adopt
or adapt existing forms, such as the one below. The development of these plans should include
those who will be most directly involved in the actual implementation of the AT, such as the
students’ teacher(s). This team, usually including a sub-group of the IEP team, is often called an
Implementation Team or an Assistive Technology Team. The team develops a plan to help guide
AT implementation and to ensure that activities related to AT are completed. These plans include
information about:
•Who is the contact person for coordinating efforts?
•Who is on the Implementation Team and what their roles are
•What AT devices and services will be used
•How AT will be used across home, school, and community environments
•How the student, teachers, and parents will be trained on AT
•How AT will be monitored and evaluated
Identify outcome measures that are useful to evaluate the outcome of assistive technology
intervention in the workplace
The definition of “assistive technology service” clearly states that evaluations include assessing
the individual’s need for and potential to benefit from assistive technology. The IEP team must
assess “the student’s functional capabilities and whether they may be increased, maintained, or
improved through the use of (AT) devices or services.”
Evaluate:
Each strategy, modification, or device should be evaluated separately, nothing the following:
� Specific description of the strategy, modification, or device.
� Time period utilized, noting any breaks in service that may have affected the outcome.
� Purpose and anticipated result or outcome.
� Actual result or outcome.
� Specific description of what worked and what did not work.
Ask: For those approaches that did not work, ask:
� Was this ineffective due to procedures that were used to implement the approach or
use the device?
� Was the device itself ineffective?
� Was the approach or device inappropriate for this individual student?
States are required to include children with disabilities, with accommodations when necessary,
in state and district-wide assessment programs. For children who cannot participate in regular
assessments, states must develop alternate assessments. According to the U.S. Department of
Education, not all students with disabilities must participate in assessments, but the decision as
to which students will not participate must be made by each individual student’s IEP team. The
IEP must include a statement of why the student will not participate in the assessment and also
indicate the alternate methods by which the student will be assessed.