Respond HW
student95
class_session_10_caren_fa16_gs420bb-1.pptxWed. Nov. 2
GS 420: Disability and Society
Attend Class session #10 (11/2):
Assistive Technology (AT)
Case Study on Assistive Technology (AT) (see directions under assignments link on BB)
2 Parts to this assignment
Assignment Due 11/9: Use self-scored rubric and “People First Language”
Assignment 5 “Assistive Technology”
Choose one of the students listed in the case study directions (Examples: Gloria, Gregoire, Lana, LaDonna, Yvette)
Design a set of assistive technology supports to meet the student’s need (use some of the items from today’s class)
Write a one-two page response that answers the questions asked on the case study page
Included in the response: definition of Assistive Technology; answer the questions include related GS 420 class information and examples
Be sure to use the self-scored rubric
AT assignment Part 1
Access the website listed on the Blackboard directions
Watch the video and/or read the transcript of the case study that you used for part 1.
Watch the faculty video response and/or read the transcript
Note the student’s suggestions
Write a second response that addresses the following questions:
What new information did you learn about the student?
What were the suggestions stated by the student?
How did your suggestions compare to those of the student?
What were some of the responses of the faculty members?
What did you learn from the activity? How did this information connect to course content/
AT Assignment Part 2
Assignment due on the last day of class, 12/14.
Use the coversheet to indicate all activities, donations, hours worked, volunteer time, etc.
Write a one page summary on what you did to complete this assignment.
If you chose to donate for your community service – please indicate the amount of $ and how your donation will make a difference in the lives of individuals that will benefit from your generosity.
You may choose to participate and donate – just indicate it on the form.
Finally, if you are participating in an event that is past the due date, please let me know. We will give extended time – with the grading deadline in mind.
Assignment 6 “Community Service”
Introducing: Assistive Technology
Caren L. Sax, Ed.D., CRC
Professor, Chair
Department of Administration, Rehabilitation, & Postsecondary Education
Director, Interwork Institute
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Introducing Sri, from Indonesia……who after being injured from a motorcycle accident was paralyzed from the chest down. After a decade, and becoming more and more depressed, she met someone who had a modified motorcycle – she was determined to raise enough money to get one for herself. As soon as she became mobile, she decided to take a ride from Java to Jakarta (1200 km) – to show others with disabilities that they can follow their dreams and live an independent life. See the 4-part series starting at: https://www.youtube.com/watch?v=QKZCu4kihl4&feature=youtu.be
See Sri’s story: https://www.youtube.com/watch?v=QKZCu4kihl4&feature=youtu.be
From Jakarta to Bali!
My path . . .
Rock Island
Tucson
San Diego
Administration, Rehabilitation, & Postsecondary Education (ARPE) (in College of Education)
Doctorate of Education, Educational Leadership (Community College Leadership)
Master of Arts in Educational Leadership
Focus in Community College Teaching & Leadership
Specialization in Student Affairs
Master of Science in Rehabilitation Counseling
Interwork Institute http://www.interwork.sdsu.edu
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Interwork Institute:
Created 25 years ago to join like-minded educators in collaborative efforts that would benefit individuals with disabilities and other non-traditional, underserved, & underrepresented learners
Established as an Institute of SDSU, created by the Department of Administration, Rehabilitation, & Postsecondary Education (in the College of Education)
Partners with SDSU Research Foundation for administration of external funding
Specializations/Certificates in Rehabilitation Counseling
Rehabilitation (Assistive) Technology (with College of Engineering)
Psychiatric Rehabilitation/LPCC
Cognitive Disabilities
Supported Employment & Transition
Rehabilitation Administration
Vocational Rehabilitation
VR is all about jobs!
It’s the state and federal system of agencies that helps individuals with significant disabilities figure out their career paths, find and maintain employment
Started in 1920s
Combined budgets of about $30 billion to help over 800,000 new people each year to find jobs and live independently
Rehabilitation Counselors
Provide counseling, assessment, career development to individuals with disabilities
Partner with people to make informed choices, build viable careers, & live more independently in the community
Can work in a variety of rehab settings: federal, state, local agencies; postsecondary education; Veterans Administration; private rehabilitation
Intersection with Student Services/Student Affairs in community colleges & higher education
Consider:
Richard, born without arms or legs in 1969, has learned how to live his life with a great deal of independence. He has control over many activities in a variety of environments, including work, transportation, recreation/exercise, and daily activities.
What types of assistive technology might be helpful for him to access:
Daily living (showering, brushing teeth, eating, shaving, dressing)?
Transportation (at home, in community)?
Recreation/exercise?
Using a computer?
Advances in technology in general and assistive technology for individuals with disabilities open opportunities previously thought of as impossible!
Advances in technology in general and assistive technology for individuals with disabilities open opportunities previously thought of as impossible!
Photo shows Lucas, a young man who uses a wheelchair due to having cerebral palsy. He is rappelling off the side of a building as part of a fundraiser – he enlisted people to pledge funds that went to a non-profit organization that supports children with disabilities to participate in after school activities with their friends and neighbors.
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Limited choices and options for AT
Medical professionals primarily prescribed AT
View of disability was considered as a health problem that required treatment and cure
About 27,000 AT products available
Scherer, 2014
Our access to assistive technology was limited in the 20th century. An editorial in an international journal, Disability & Rehabilitation by Dr. Marcia Scherer, described some thoughts on the changing perspectives about Assistive Technology services. She talked about the focus being on people and their needs as a whole population – for example, all those who were blind or had physical disabilities. Individuals within these populations weren’t the focus of attention, and products or devices were not designed to fit individual needs or preferences. Overall, AT devices were considered in more general terms, that is, the options and choices in wheelchairs and other equipment were quite limited. Therefore, services for people with disabilities and chronic health conditions came under the purview of medical professionals who, in keeping with their training, viewed disability as a health problem which required treatment and cure. In early 2000, about 27,000 AT products were available for purchase.
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the condition of the individual with the disability is the problem; that is, their failure to perform major life activities. ~ Daniels, 1990
In other words,
The medical model, also referred to as the “individual defect paradigm” seeks outcomes such as improved functional capacity, return to work, and less use of support services, all positive outcomes. However, at the same time, the individual with the disability was rarely part of the process and the primary authority was the professional.
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Service infrastructure has been built
Protection of health, safety, & rights via legislation and policies
Focus on eliminating, minimizing barriers in environment
About 40,000 AT products available
Scherer, 2014
In the 21st century, we have built a service infrastructure and have legislation and policies in place to protect our health, safety, and rights, allowing us to focus more on the individual person and their needs. We have changed our focus from people with disabilities as being deficient and of lesser status who require treatment and segregation, to focusing on how barriers in the environment are the problem and can be eliminated or minimized. We can modify and customize AT products to meet varied needs and preferences of individuals. By this time in 2014, there were at least 40,000 AT products available.
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Technology/ecology paradigm:
Source of the problem is the lack of fit between a person’s goals, capabilities, & environmental resources
Lack of access to appropriate resources; i.e., tools, information, training
Outcomes: equal opportunity, freedom of choice, achievement of personal goals
That is, using the
The technology/ecology paradigm shifts the focus to the following: lack of fit between the individual with a disability and their environment; lack of access to the appropriate resources that can facilitate that access, including tools, information, and training. The outcomes go beyond those of the previous model and include equal opportunity, freedom of choice, and achievement of their own personal goals. The individual AT user drives the process in partnership with the professional. The photo is of a colleague from Thailand after he transferred from his wheelchair to his car, which he will drive with hand controls that he designed.
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The Technology-Related Assistance Act of 1988 (Tech Act) authorized funding for states to:
Conduct needs assessments to develop and implement a consumer responsive system of technology-related assistance
Model delivery systems
Public awareness programs
Training & technical assistance
Reauthorized in 1994, 1998, 2004, 2014
The Assistive Technology Act was first passed by the U.S Congress and signed by the President as the Technology-Related Assistance Act of 1988. It’s often called the Tech Act and has been reauthorized in 1994, 1998, and 2004. The most current version was passed in summer 2014 under the new Workforce Innovation & Opportunity Act.
Detailed history available at: http://www.acl.gov/Programs/CIP/OCASD/AT/history.aspx
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…any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities
Can be high tech, medium tech, or low tech
AT Devices are defined in the Act as: any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.
These can include low tech to high tech items. Photos include high tech communication device, medium tech scanner/magnifier and reading pens, and low tech reachers.
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…any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device, including:
Evaluating, purchasing, leasing, selecting, designing, fitting, customizing, repairing, etc.
Coordinating with other service providers to provide therapy (physical, occupational, speech/language)
Training, technical assistance
The law defines AT services as follows: …any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device, including:
Evaluating, purchasing, leasing, selecting, designing, fitting, customizing, repairing, etc.
Coordinating with OTs, PTs, other service providers to provide therapy
Training, technical assistance
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Section 508 of the Rehabilitation Act https ://www.section508.gov /
Americans with Disabilities Act (1990, 2008)http ://www.ada.gov
Individuals with Disabilities Education Act http ://idea.ed.gov /
Section 508 of the Rehab Act pertains to all electronic and information technologies developed and used by any Federal government and the need for it to be accessible. This includes websites, video and audio tapes, electronic books, televised programs, and other such media. Individuals with disabilities may still have to use special hardware and/or software to access the resources.
The ADA prohibits discrimination on the basis of disability in employment, state and local government, public accommodations, commercial facilities, transportation, and telecommunications. Four titles (sections) detail requirements in each of these areas.
The Individuals with Disabilities Education Act, which was most recently updated in 2004 addresses AT for school-aged children and describes devices and services that they’re entitled to and how states and public agencies provide these services.
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While public policy calls for for funding & services, it is our beliefs & expectations that drive the implementation to realize valued outcomes.
While public policy calls for funding and services, it is our beliefs and expectations that drive the implementation to realize valued outcomes.
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Inclusive, quality education
Sustainable employment
Meaningful relationships
Contributing members of society
If our desired outcomes for IWD are: Inclusive, quality education, Sustainable employment, Meaningful relationships, and being contributing members of society – that is, having a quality life of productivity, health, & well-being, then we need to focus on: ACCESS, OPPORTUNITY, CHOICE
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“Independence is defined in terms of how much control a person has over his or her environment, not in the number of tasks that the person can do without assistance.”
~ Enders & Leech, 1996
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This quote by Enders and Leech provides the context for this presentation - Independence is defined in terms of how much control a person has over his or her environment, not in the number of tasks that the person can do without assistance. Having control over our lives helps to improve the quality of our lives - enhancing health and well-being, relationships, communication, employment, education, recreation and more.
The quote also applies perfectly to David, shown in the photo in the sit ski. He is a high level quadriplegic (C-4 level, paralyzed from the neck down – he can shrug his shoulders and move his head) due to a motorcycle accident over 20 years ago. I met David in a class at SDSU and we became friends. We often present together about the use of AT. Let me tell you a bit about how AT helps David lead a very active life. (For more photos, see https://www.youtube.com/watch?v=_hdLraWFiyU)
Considering any technology:
1. Why did you select it & continue to use it?
2. Why did you give it up?
Individual needs drive process
Reduces non-use & abandonment of AT
Focus on “person” vs. “people”
Need to assess & document outcomes (e.g., AT satisfaction, performance, quality of life)
Scherer, 2002
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David is definitely in charge of the AT process for himself and epitomizes the person-centered or user-centered approach that is the intention of our public policy.
By taking a user-centered approach, we start with the individual’s needs and preferences. Using this approach, the individual driving the process of exploration and problem-solving, which is more likely to result in a good match with the most appropriate technology. Too often, the professional has an idea as to the best technology for someone. But every person is different, even if they have similar disabilities. Further, when the AT user is invested in the process, he will be more apt to use the AT and get the most out of it.
Holly
I met Holly when she called me about applying to our masters degree in Rehabilitation Counseling. She told me about having lost her vision and that she was ready to try something new. This photo was taken with some of our students who just graduated from our distance program when Holly started working with us. More about that shortly.
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Holly & Chris
I’m including this photo of Holly and her neighbor Chris, as Chris was the person who first told Holly about our masters program. They met in the neighborhood after Holly was recovering from cancer and Chris was recovering from a boating accident that left him paralyzed from the shoulders down. In 1991, Holly had gone in for surgery related to the cancer, and after a second surgery, she was placed in an induced coma for 5 days. When she woke up, she was completely blind. At the time she had a 5-year old son and had been working as a social worker. The good news is that she has been cancer-free ever since; she has also remained blind.
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Helping Chris stay fit!
Interest in home exercise routine
Researched adaptive equipment
Holly was convinced that her solution was best
Chris finally convinced her that it wasn’t what he wanted!
Re-inventing her life
Holly tried to go back to work as a social worker but in 1991 the technology just wasn’t there to support her. She couldn’t manage the work, and became frustrated, embarrassed, and depressed. She lost confidence in her abilities and in herself – she no longer felt like the outgoing person she had always been. She was then introduced to the local Center for the Blind where she re-learned basic skills for everyday life – cooking, cleaning, self-care, etc. Then Holly attended classes at the Braille Institute – she started by reading Braille books to her son. Learning Braille as an adult can be quite challenging. Luckily, assistive technology was advancing rapidly and by the time she started regaining her confidence and learned about our graduate program, she didn’t have to depend on reading Braille. Holly’s most used AT is a Braille ‘n Speak, which she uses in combination with her computer. She uses JAWS on her computer so she can hear everything on emails and websites.
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Explore meanings they assign to devices
Clarify their expectations of AT
Consider the anticipated social costs
Reflect on ways to come to terms with disability as ONE, but not THE defining, feature of oneself.
(Pape, Kim, Weiner, 2002)
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It’s important to understand how the individual makes meaning of the AT – that is, what does using this AT represent to them individually? For Holly, she had to develop a comfort level with using AT. She found Braille to be too slow and it took her time and practice to learn to use JAWS effectively. When she first started classes in our graduate program, she struggled with using the technology as everything took so much longer. She had to learn to be an auditory learner. As she became more proficient with the technology, her self-image improved. AT users must have a clear idea of what the AT can do for them and what it will take to get there through training and practice.
In this photo, Holly is showing off her Bradley watch to Chris, as a beautifully designed watch that can be used by individuals with and without vision. Holly always disliked having to hear her watch as it felt disruptive. With the Bradley watch, she can feel the time – and more importantly, it looks cool. She now sees how the AT demonstrates her competence.
Finding a good match:
With technology
With a career
With her new life
After graduating from our program with a masters degree in Rehabilitation Counseling, Holly worked with us in co-teaching some courses and then started working with us in our distance program. One of the benefits of working in our distance program, which is offered 100% online, is that she didn’t have to spend time traveling back and forth to the campus. Taking public transportation from where she lives would take lots of extra time. She now serves as our student advisor in the program, playing a key role in supporting students, faculty, and providing consistency from one course to the next as students complete the 3-year program. She’s especially helpful in encouraging and supporting students who use AT to access the course. She is always checking for accessibility, and works closely with our Center for Distance Learning whenever we’re implementing new software or trying new platforms. She has become an invaluable member of the academic team.
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Part of her neighborhood
Holly had to learn how to use a white cane to increase her independence in navigating her neighborhood and anywhere else she likes to go. She knows all the neighbors, participates in online communities, and in addition to working with us, she is involved in advocacy organizations for supporting safe medical procedures. She has clearly rediscovered her outgoing personality!
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Sebastian
Sebastian is a young man on the autism spectrum. I wanted to include him, as we sometimes only think of individuals with physical disabilities when we consider AT. Sebastian is 18 now and is starting his years of transitioning out of secondary school into his adult life. Sebastian is pictured here in the red shirt during a planning meeting we had with his family, friends, and school personnel. In facilitating a person-driven plan, I was able to help Sebastian and those who know him well, think about his goals and design a plan to help him achieve those.
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Communication
This is a page from Sebastian’s plan, which includes how he best communicates, as he doesn’t speak. He’s very effective at using some sign language, and mostly his own gestures that his mom helps to translate. More important to developing his independence, is his use of an iPad for communication. He uses several programs including Touch Chat and Read & Write Gold to support his learning in school and in exploring ways to connect with others. When we consider AT, we must look at the incentives and disincentives for people to use the devices or equipment. Sebastian has his preferences and his priorities that must be honored. We need to ask, listen, and then respond.
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Not impossible!
Many dreams
Many friends
Good tech skills
Gaining experience
Sebastian has many interests and everyone came up with creative ideas as to possible directions for his future. He just started classes at one of our local community colleges where he is improving his use of technology and is beginning some work experience as he figures out what he wants to do to earn money. The planning process helped to raise the expectations of what’s possible – and the use of AT will be critical to his success in creating a quality life.
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Finding the right AT match requires: - understanding the person - surveying the environment - assessing the technology
Back to Richard:
One more chance to update your ideas for assistive technology for him:
Another thing to consider:
http://translogic.aolautos.com/2012/06/11/translogic-104-kenguru-wheelchair-accessible-ev/
And how about this?
http://www.notimpossiblelabs.com /
Tempt One: The Eyewriter
3D Printing Arms: Project Daniel
