Go to previous article 
Go to next article. This will start the general sessions. 
Return to 2000 Table of Contents

THE PRINCIPLES AND PRACTICE OF A SCHOOL BASED ASSISTIVE TECHNOLOGY ASSESSMENT

Paul Richard
Assistive Technology Coordinator
Orange County Department of Education
Associate Professor, CA State University, Dominguez Hills
200 Kalmus Drive, Costa Mesa, CA 92626
paul_richard@ocde.k12.ca.us
paulr9824@aol.com
Telephone: (714) 966-4140
Fax: (714) 545-6312
Pager: (714) 219-5571

This one (1) day workshop will review Assistive Technology as it relates to education, communication, vocation, and environmental control for school aged individuals with disabilities. It will explore types of assistive technologies, functional assessments, available resources, as well as, school district responsibilities, and related issues. Participants should be encouraged to register as school based transdisciplinary teams.

Participants will demonstrate:

1. Recognition of assistive technology devices related to education
   • Define Assistive Technology Devices and Services
   • Delineate the characteristics of assistive technologies
   • Identify the professionals who may work as assistive technology practitioners
   • Understand the transdisciplinary team approach to assistive technology service delivery
   • Understand how an assistive technology functional assessment supports the IEP team process
   • List the major legislative initiatives that have affected the application of assistive technologies
   • Describe the components of the assistive technology industry
   • Discuss the major issues in assistive technology practice
   • Awareness of computer input devices
   • Awareness of computer output devices
   • Awareness of specialized application software
   • Awareness as to how computers serve as a device to enable the learner to perform better in school.
   • Awareness as to how a variety of adaptations, interfaces, peripheral devices, and software are used with computers to enable a variety of assistive technologies.
     
2. An understanding of assistive technology devices related to communication
• Knowledge of needs that can be served by AAC
• Knowledge of the characteristics of augmentative communication systems
• Awareness of a variety of augmentative and alternative communication systems
• Knowledge of the major assessment questions to identify the appropriate AAC device and
• Awareness of the steps and procedures for implementing an AAC system
• Awareness of the process one must follow to determine ways to help the learner communicate.
• Awareness of a variety of augmentative and alternative communication systems which may be used as part of the assessment process.
• Awareness of various augmentative and alternative communication systems to enable the learner in both receptive and expressive communication.
  
3. An understanding of assistive technology devices related to vocation, environmental control and mobility
• Awareness of light-technology aids for manipulation
• Awareness of special purpose aids for manipulation
• Awareness of environmental control units
• Awareness of mobility systems
• Awareness of training programs for independent mobility
• Awareness of vehicle modifications for transporting and driving
  
4. Knowledge of the role of the school based transdisciplinary team related to assistive technology assessments
• Awareness of school district responsibilities related to assistive technology
• Knowledge of the role of the assistive technology specialist in coordinating assessment activities of the transdisciplinary team
• Ability to identify available resources related to assistive technology
• Ability to contribute to the development of measurable assistive technology goals and objectives
  
5. An ability to conduct school based functional assessments in the area of assistive technology
• Knowledge of what team members want to learn from the assessment
• Knowledge of what the team member would like to see the learner do with technology
• Knowledge of human behavior versus human performance
• Knowledge of an assistive technology system
• Knowledge of human performance and system performance
• Awareness of the contexts in which assistive technologies are used
• Knowledge of the components in designing an assistive technology system
• Awareness of the variables influencing human performance in relation to an Assistive Technology System
• Awareness of the general characteristics of the motor system’s influence on an Assistive Technology System
• Awareness of the general characteristics of the sensory system’s influence on an Assistive Technology System
• Awareness of the general characteristics of cognitive influences on the Assistive Technology System
  
6. Knowledge and awareness of legal and ethical issues related to the provision of assistive technology devices and services
• Awareness as to how the Transdisciplinary Team member's background and training will effect the assistive technology assessment.

Workshop Topics

1. Introduction and Overview
2. Assistive technology devices related to education, communication, vocation and environmental control
3. Available resources and school district responsibilities
4. Transdisciplinary team and functional assessments
5. Conducting an assistive technology functional assessment
6. Appropriate assistive technology goals and objectives and how they relate to the functional assessment
7. Procedures within an AT system to access appropriate devices and services

Workshop Project

1. Each workshop participant shall complete a section of a basic functional assessment.
2. The basic functional assessment will include the following:
3. Background Information
4. Assessment Goals
5. Personal Description
6. Preferred Learning Style
7. Academic or Activity Preferences
8. Current Services and Approaches
9. Resources
• Physical
• Cognitive
• Emotional
10. Support Domains
• Home
• School
• Employment/Work
• Community
11. Measureable Goals and Objectives
12. Summary Report

Go to previous article 
Go to next article. This will start the general sessions. 
Return to 2000 Table of Contents 
Return to Table of Proceedings