ABSTRACT
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 839 What Is Assistive Technology? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 840 Assistive Technology Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 841
Seating and Positioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 841 Augmentative and Alternative Communication . . . . . . . . . . . . . . . . . . . 842 Adapted Computer Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 842 Devices That Assist with Listening and Seeing . . . . . . . . . . . . . . . . . . . 843 Adapted Play and Recreation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 844 Environmental Control and Manipulation, Rehabilitation Robotics. . . . . 844 Mobility and Powered Mobility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 845 Prosthetics and Other Technologies That Replace Body Parts and
Functions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 845 Integration of Assistive Technology into Daily Life, Home, and
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 846 Who Uses AT? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 846 Human Factors and Other Parameters That Influence Success and Failure
with AT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 847 How Is AT Funded?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 850 Concluding Thoughts and Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 851 Selected Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 852 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 853
It would be nice to have a magic wand, a device that could fix any problem or address any need a child may have. Every parent and caregiver of a child with special needs or disabilities has longed for such a tool to help their child solve the challenges of daily living. But, while we have no magic wands, some practical,
helpful services and devices are available. In many cases, assistive technology (AT) can provide a seemingly “magic” fix for a child with special needs. It is just a matter of finding the right item, acquiring it, and helping the child learn to use it skillfully. This chapter provides basic, essential information about assistive tools, devices, and technologies. It also addresses the supporting assistive technology services critical to finding the best possible tools for a child with special needs and helping them learn to use the tools effectively. Key areas covered in this chapter include:
How assistive technology services and devices are defined
Components of assistive technology
Who uses assistive technology
Human factors and other parameters that influence success and failure with assistive technology
Funding sources for assistive technology services and devices
Assistive technology (AT) sounds like an intimidating, complex term and field, but the term
assistive
simply means helping or supporting, and
technology
in this context means a way or method of doing something with a tool or device. Eyeglasses or contact lenses are the most commonly used AT worldwide. Drinking from a glass with a straw combines a device with a method we have learned works well in helping us to drink. Bikes and cars are assistive technologies that help us get places faster and perhaps more comfortably than we could have on foot. We use AT in our daily lives without even thinking about it. AT concepts also can be applied to the needs of children who have special limitations or disabilities and across a range of uses that may exceed that depended upon by the general users of the technology. AT can help children who have special needs in the areas of movement, learning, communication, and accomplishing some basic body functions such as swallowing. While these AT examples may be different from what we are accustomed to, they are actually just the same basic ideas applied creatively. Such applications can be essential in enhancing the literacy, privacy, and independence of the users, and the importance of these three areas in the lives of children who have special needs cannot be overstated.
