Assistive Technology for Children with Multiple Disabilities

Fabrizio Stasolla

doi:10.23937/2572-4037.1510001

Abstract

C l i n M e d International Library Citation: Stasolla F (2015) Assistive Technology for Children with Multiple Disabilities. Int J Psychol Psychoanal 1:001e Received: January 21, 2015: Accepted: January 22, 2015: Published: January 24, 2015 Copyright: © 2015 Stasolla F. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Stasolla. Int J Psychol Psychoanal 2015, 1:1

Highlights

Children with severe to profound developmental and/or multiple disabilities are commonly described as quite passive and isolated, with few opportunities to interact positively with the surrounding world, dues to their general conditions hampering their social image, status and overall desirability
One way to ensure this population with basic forms of independence and self-determination is the use of assistive technology- (AT) [1], based on learning principles [2]
By producing a minimal behavioral response, a child with severe to profound developmental disabilities will be capable of constructive engagement towards the environment, through the use of the aforementioned technological devices

Summary

Introduction

Assistive Technology for Children with Multiple Disabilities Children with severe to profound developmental and/or multiple disabilities (i.e. combination of sensorial, intellectual and motor disabilities) are commonly described as quite passive and isolated, with few opportunities to interact positively with the surrounding world, dues to their general conditions hampering their social image, status and overall desirability.

Results

Conclusion