Assistive technology trial plan

For people with disabilities, technology makes things possible. Katherine Seelman. A mini-van was not large enough, so we borrowed a commercial van from a friend who owns an upholstery business. My husband drove the van and I followed in my car with the most precious cargo of all.

We had the typical college haul of a mini-fridge, microwave, coffee pot, and small television, as well as necessities such as bedding, towels, toiletries, and laundry, cleaning, first aid, and medical supplies. Hunter had several storage boxes filled with clothes. He had been encouraged to bring not only summer and fall clothing, but warm winter clothes too.

The university is in the snow belt of Pennsylvania where snow often falls as early as October. This included a by inch crate, a few extra-large bags of dog food, toys, and comfy bedding. Just like Hunter, the dog faced an important transition and had essential work to do. It seems likely to me, though, that what will be most key to making the transition from community college to a four-year university an academic success is the assistive technology equipment that we carefully packed up from our computer room at home and brought to his new dorm.

This equipment will level the playing field for Hunter as a student with deafblindness and allow him to have the same advantages and opportunities as his college classmates without disabilities.

Hunter was in elementary school when I first heard about assistive technology AT. I knew nothing about it or how to even begin to go about getting him assessed. It was exactly what I needed to get started. Subsequently, over the years, he had numerous AT plans of his own. It became a consistent part of the multidisciplinary services he received and decision-making about AT always involved Hunter and our family. Important considerations included timelines, trials, training, and technical assistance that kept in mind age appropriateness, upcoming transitions, and his environment.

His use of AT became most effective when he could access it at his own discretion, when and where he needed it. The more he used the equipment, the more fluent he became.

He embraced the use of AT and was supported by his educational teams throughout his school career. Every school year, his team had quarterly meetings about AT to plan and share information. All of his devices and services and their funding sources were carefully documented. You will probably also add in some instructional time to each day to teach the student how to use it and fade these instructional sessions as they begin to use the device independently. If the AT device is a communication device, you will use it all day, every day.

And the parents need to be utilizing the device at home and in the community, too. If parents need assistance with learning a new AT device, many districts do offer in-home training. If the AT is more of a low-tech option, you will give the child the option to use the device as needed. You can learn at home, on the go or during your lunch break at school! And the Ed. UWA Online also offers a scholarship for teachers as well. This blog post was written by guest contributor Stephanie DeLussey of Mrs.

Stephanie is a special education teacher in Atlanta, Georgia. You can follow her on her blog or on Instagram mrsdscorner. Share on Twitter Facebook LinkedIn. Develop Your Career in Special Education If you're interested in developing your career in special education, the University of West Alabama has several affordable, online special education programs.

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