Technology can benefit people with intellectual disabilities in many ways. It can help with communication, mobility, independent living, education, employment, recreation and more. However, barriers like lack of information, high costs, and lack of training can limit its use. Schools must provide assistive technology needed for education based on a student's IEP. Sources of information and support include organizations like The Arc, ATA, ATAP, and the Beach Center on Disability.
Technology can benefit people with intellectual disabilities in many ways. It can help with communication, mobility, independent living, education, employment, recreation and more. However, barriers like lack of information, high costs, and lack of training can limit its use. Schools must provide assistive technology needed for education based on a student's IEP. Sources of information and support include organizations like The Arc, ATA, ATAP, and the Beach Center on Disability.
Technology can benefit people with intellectual disabilities in many ways. It can help with communication, mobility, independent living, education, employment, recreation and more. However, barriers like lack of information, high costs, and lack of training can limit its use. Schools must provide assistive technology needed for education based on a student's IEP. Sources of information and support include organizations like The Arc, ATA, ATAP, and the Beach Center on Disability.
Technology can benefit people with intellectual disabilities in many ways. It can help with communication, mobility, independent living, education, employment, recreation and more. However, barriers like lack of information, high costs, and lack of training can limit its use. Schools must provide assistive technology needed for education based on a student's IEP. Sources of information and support include organizations like The Arc, ATA, ATAP, and the Beach Center on Disability.
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Supports participation in the least restrictive
Technology for People with educational environment.
Intellectual Disabilities How do people with intellectual What types of technology help people disabilities use technology? with intellectual disabilities? Communication. For individuals who cannot Assistive Technology (AT) can be a device or a communicate with their voices technology can help them service. An assistive technology device is any item, communicate. Augmentative and alternative piece of equipment, or product system, that is used to communication (ACC) may involve technology ranging increase, maintain, or improve functional capabilities of from low-tech message boards to computerized voice individuals with disabilities. An assistive technology output communication aids and synthesized speech. service means any service that helps an individual with a Mobility. Simple to sophisticated computer disability select, acquire, or use an assistive technology controlled wheelchairs and mobility aids are available. device (Assistive Technology Act of 2004). Technology may be used to aid direction-finding, Electronic and Information Technology guiding users to destinations. Computer cueing systems (E&IT) includes computers and related resources and and robots have also been used to guide users with communication products such as telephones, transaction intellectual disabilities. machines such as ATMs for banking, World Wide Web Environmental control. Assistive technology sites, and office copiers and faxes (Wehmeyer et al, can help people with severe or multiple disabilities to 2004). control electrical appliances, audio/video equipment such as home entertainment systems or to do something as basic as lock and unlock doors. How can technology benefit people with Activities of daily living. Technology is intellectual disabilities? assisting people with disabilities to successfully Kelker (1997) developed the following list complete everyday tasks of self-care. Examples include: indicating that assistive technology may be considered Automated and computerized dining devices appropriate when it does any or all of the following allow an individual who needs assistance at things: mealtime to eat more independently. Enables an individual to perform functions that Audio prompting devices may be used to assist a can be achieved by no other means. person with memory difficulties to complete a Enables an individual to approximate normal task or to follow a certain sequence of steps fluency, rate, or standards--a level of from start to finish in such activities as making a accomplishment that could not be achieved by bed or taking medication. any other means. Video-based instructional materials can help Provides access for participation in programs or people learn functional life skills such as grocery activities which otherwise would be closed to shopping, writing a check, paying the bills or the individual. using the ATM machine. Increases endurance or ability to persevere and Education. Technology is used in education to complete tasks that otherwise are too laborious aid communication, support activities of daily living and to be attempted on a routine basis. to enhance learning. Computer-assisted instruction can Enables an individual to concentrate on learning help in many areas, including word recognition, math, or employment tasks, rather than mechanical spelling and even social skills. Computers have also tasks. been found to promote interaction with non-disabled Provides greater access to information. peers. Supports normal social interactions with peers Employment. Technology, such as video- and adults. assisted training, is being used for job training and job skill development and to teach complex skills for 1010 Wayne Ave., Suite 650, Silver Spring, MD 20910, (301) 565-3842, (301) 565-5342 FAX Web Site: www.thearc.org E-mail: [email protected] appropriate job behavior and social interaction. and (d) provide training for the individual, the Prompting systems using audio cassette recorders and individual's family, and the school staff in the effective computer-based prompting devices have been used to use of the technology. If the student’s individualized help workers stay on task. Computerized prompting education program specifies AT is needed for home use systems can help people manage their time in scheduling to ensure appropriate education, the school must provide job activities. it. If the school purchases an AT device for use by the Sports and recreation. Toys can be adapted student, the school owns it. The student cannot take it with switches and other technologies to facilitate play when moving to another school or when leaving school. for children. Computer or video games provide age- appropriate social opportunities and help children learn What are some sources of information cognitive and eye-hand coordination skills. Specially and help? designed Internet-access software can help people with The Alliance for Technology Access (ATA) intellectual disabilities access the World Wide Web. (www.ataccess.org) has a network of community-based Exercise and physical fitness can be supported by video- technology resource centers that provide information and based technology. support services to children and adults with disabilities. The Association of Assistive Technology Act What are some barriers to technology use Programs (ATAP) (http://ataporg.org/index.asp) supports by people with intellectual disabilities? state AT programs in implementing the Assistive A survey by The Arc (Wehmeyer, 1998) found Technology Act. States may operate a state finance that lack of information about the availability of the program or a device loan program for assistive device and the cost of devices were the main barriers. technology devices. For a list of state programs, go to Other barriers included the unavailability of assessment http://www.ataporg.org/stateatprojects.asp information, limited training on device use and device The Beach Center on Disability, University of complexity. Kansas, has technology resources on its web site Even though it is the goal of most technology (http://www.beachcenter.org/). development efforts to incorporate the principles of The Coleman Institute for Cognitive Disabilities universal design, cognitive access is not carefully is another source of assistive technology information considered. Universal design ensures that the (http://www.colemaninstitute.org/). technology may be used by all people without the need for adaptation or specialized design. An example of References cognitive access would be if someone with disabilities is Assistive Technology Act of 2004. (October 25, using a computer program, onscreen messages should 2004). Public Law 108-364. last long enough or provide wait time to consider Individuals with Disabilities Education Act whether to press a computer key. Or the time should be (IDEA). (December 3, 2004). Public Law 108-446. sufficient between dialing and pressing the numerals to Kelker, K.A. (1997). Family Guide to Assistive complete a phone call using a rechargeable phone card Technology. Parents, Let’s Unite for Kids (PLUK). as payment. Because individuals with intellectual Accessed on-line at http://www.pluk.org/AT1.html disabilities have a range of learning and processing Wehmeyer, M.L. (1998). National survey of the abilities, it is difficult to develop assistive technology use of assistive technology by adults with mental solutions that are appropriate for all. retardation. Mental Retardation, 36, 44-51. Wehmeyer, M.L., Smith, S.J., Palmer, S.B., Davies, D.K. & Stock, S.E. (2004). Technology use and Do schools have to provide assistive people with mental retardation. International Review of technology to students who need it? Research in Mental Retardation, 29, 291-337. The Individuals with Disabilities Education Act (IDEA) requires that the need for AT be considered for The Arc of the United States is a collaborator on a grant funded all students when developing the individualized through the Beach Center on Disability at the University of Kansas education program. The intention of the special from the National Institute on Disability Rehabilitation and Research (H133A010602). The opinions expressed herein do not necessarily education law is that, if a student with disabilities needs reflect the position or policy of the U.S. Department of Education and no technology in order to be able to learn, the school district official endorsement of the Department should be inferred. will (a) evaluate the student's technology needs; (b) May 2005 acquire the necessary technology; (c) coordinate technology use with other therapies and interventions;