Need For Assistive Technology Research Articles

Education TECH Points for Assistive Technology Planning

IDEA states that assistive technology must be a part of a student's special education, related services and/or supplementary aids and services if it is required for the student to benefit from the educational program. While the law is clear in this respect, school districts across the nation are struggling with questions regarding the best ways to determine the need for assistive technology and to ensure appropriate levels of service. This article describes the Education TECH Point system which can be used by school districts as a tool to develop effective assistive technology delivery systems for all students with disabilities.

Addressing Assistive Technology Needs in Special Education

Assistive technology is critical to maximize the functional skills of the person with a physical disability at home, work, and school. As assistive devices become increasingly complex and expensive and more options are available, the need for an assistive technology specialist is enhanced. Recent regulations and advances in technology are affecting the type, quality, and comprehensiveness of assistive technology service provision and need for assistive technology specialists. The occupational therapist's role as an assistive technology specialist is illustrated in an example of an assistive technology program within a special education setting.

The Use of Technical Aids Among Community-Based Elderly

The growing elderly population will increase the need for assistive technology in the form of technical aids and housing adaptations to facilitate independence in activities of daily living. In this study, which was undertaken to facilitate a better understanding of the life-styles of the disabled elderly and the role of technical aids, 57 disabled persons over 74 years of age were studied. All of the subjects were residents of a rural Swedish community. The subjects had a total of 422 aids, an average of 7.4 per person. Seventy-five percent of the aids were being used, and 42 persons had at least one aid that granted autonomy. This finding illustrates the importance of technical aids in home care. It is recommended, therefore, that information about assistive technology be disseminated to personnel at all levels of community-based care.

Young Children with Respiratory Problems and Assistive Technology Needs: A Nursing Care Perspective

An examination was conducted of the technology needs of 33 children with respiratory problems ages 0-5 years as part of a larger survey of persons with disabilities. Unmet technology needs were reported for these children in all areas of life functioning. Children's needs for assistive technology exceeded their usage of equipment and devices in two thirds of the identified areas of functioning. Technology needs were critical particularly in the areas of taking care of the home; using a telephone; using a computer; talking with others; and use of specialized cars, vans, and buses. It was reported for most children that evaluations preceded the provision of assistive technology, and that families were satisfied with technology services received. More than three fourths of the families reported not having had the opportunity to purchase technology on a credit plan, with two thirds of the families showing that such an option would have been helpful to them. Also, more than one half of the children could not try their technology before it was purchased. A need for more information about assistive technology and services was reported for more than one half of these children. Lack of transportation services were reported for most children, with families of almost two thirds of the children indicating travel exceeding 50 miles to receive technology and services. Implications for nurses involved in comprehensive service delivery to these children are discussed.