Exploring Assistive Technology Exploring

Transcript:Exploring Assistive Technology Exploring:
Exploring Assistive Technology Exploring Technologies for Independent Living, Employment, Post-Secondary Education and Training, and Community Participation Co-authors: Alan Kurtz, Ph.D., J. Richardson (Jay) Collins, M.T.W., M.S.W., and Janet May, M.Ed., M.S. Assistive Technology and Transition Planning questions: What can a student independently do now? What do we think the person will be able to do independently? What might the person be able to do with appropriate supports and instruction – including support and instruction for the use of technology? ‹#› Assistive Technology Defined According to the Pacer Center Assistive Technology includes: “Any device, item, or app that helps someone to do something they could not otherwise do.” ‹#› Levels of Assistive Technology (AT) Low Tech: Inexpensive, easy to get, and little training needed. Medium Tech: Mid-priced. May be electronic or battery-operated. High Tech: More sophisticated technology. Often more expensive and requires training to use. ‹#› Uses of AT for People with Developmental Disabilities Employment Independent Living Social Connections Training and Education Transportation and Mobility Community Navigation Communication ‹#› Brainstorming Obstacles and Possible AT Solutions Break into small groups. Each group should review one of the examples from the next three slides. After reviewing the slide, identify what some of the obstacles are for the individual acting more independently. Brainstorm some possible technological solutions. ‹#› Jason …. reads at a 2nd grade level; … loves interacting with people; … is considered to have great social skills; … thinks he would like to work as a receptionist. There is a business that is interested in hiring Jason for a receptionist position but worried about his ability to share messages from people visiting or calling the office. ‹#› Amanda Amanda enjoys working at a hardware store where she stocks shelves. Amanda has a full-time job coach who has been unsuccessfully trying to fade her support. The biggest obstacle to independence has been Amanda’s need for prompts to move from one step to another. For example, when she finishes stocking a particular item, she waits for someone to tell her to move on to the next item. The job coach has found she can give her “indirect prompt” such as “What is next on your list?” and Amanda will move on to the next step. But so far, she has not been able to transition from stocking one item to another independently. ‹#› Jennifer Jennifer lives in downtown Portland. She uses her electric wheelchair