« Back to Pennsylvania's Assistive Technology Lending Library Newsletters
« Back to The Institute on Disabilities
Volume 10; Issue 3; Spring 2008
During high school, students with disabilities, their families and teams need to think about what life will be like after graduation. What kind of work will they do? Will they go to college first? Where will they live, and how can they be independent? Assistive technology (AT) can be an important tool in a smooth transition to adult life!
By Pennsylvania law, the student's Individualized Education Plan (IEP) team should begin transition planning when the student turns 14. After considering AT devices and services needed for reaching educational goals, the IEP team and the student should also try to identify "post-school outcomes" and start thinking more broadly about how AT can help the student to participate successfully in higher education, at work, and in the community.
Listing any AT devices the student currently uses at home and in the community—low tech to high tech, specialized or "off the shelf"—is the first step. For each device on the list, the family and the team should think about the following: Who owns the device? Will the device be needed after graduation (for post-secondary education, employment, or independent living)? What services are currently provided by the school (if any) to support the use of the device? If these services are needed after graduation, who will provide them?
Next, the team should consider any AT devices and services that are currently needed at home, in school, or in the community; plans should be made to address these needs as soon as possible. The team should also consider whether the device will be needed after graduation. The student’s remaining years in school are the perfect time to learn how to use devices needed for the future.
Students with disabilities will also need to know how to obtain assistive technology after graduation. Because funding sources change as the student gets older, it is important to know who will pay for replacement devices, or other devices/services to meet changing needs in new environments and activities. For post-secondary education, students should know how to communicate their needs to their college’s office that serves students with disabilities. As an employee, the student should let the employer know about his/her needs for AT in the workplace, and understand the role of the Office of Vocational Rehabilitation in planning to meet those needs. Transition is the time for the individual to think about using AT devices and services (instead of depending on other people) to become more independent. See the following table for examples of tasks that may be currently performed by a family member, friend, teacher, or aide, but COULD be done more independently with AT.
| Task | Barrier | Current Approach | AT Device | Continuing Need |
|---|---|---|---|---|
| Waking up | Cannot hear alarm clock | Family member wakes him/her | Sonic Boom Alarm Clock | yes—daily living |
| Medication | Cannot accurately self-administer multiple medications | Parent sets out each dosage | Medication reminder system, e.g. MedReady | yes—daily living |
| Taking notes in class | Cannot write quickly or legibly | Photocopies classmate's notes | AlphaSmart NEO or Dana | yes—college |
| Written assignments | Cannot use his/her hands | Dictates to someone | Dragon Naturally Speaking | yes—college |
| Reading | Cannot read print (vision disability) | Aide or family member reads | ZoomText | yes—employment |
| Reading | Cannot read print (intellectual disability) | Aide reads | Reading machine, e.g. Sara Scan and Read | yes—employment |
| Telecommunication | Cannot hold telephone handset | Family member holds handset | Cordless headset | yes—employment |
| Communication | Is understood by familiar listeners only | Family member interprets | AAC device | yes—all areas |
When Lauren graduated high school, her goal was to attend college and focus on becoming a writer. Diagnosed with cerebral palsy, Lauren had limited use of her hand; using the computer keyboard was a challenge. Lauren contacted the Office of Vocational Rehabilitation for help and was told it would take five months before an appointment for an evaluation could be arranged. Subsequently, Lauren approached the Pennsylvania Assistive Technology Foundation (PATF) to see if she could take out a loan to purchase a computer and specialized word prediction software to ease the typing process. Lauren had never taken out a loan before but the PATF felt that her need was great and that taking out a loan would help Lauren build good credit. Lauren is currently a successful student who uses assistive technology every day. Although Lauren decided that access to assistive technology was necessary only after her graduation, the scope of opportunities for achieving life goals does broaden greatly when AT is combined with school-aged transition planning. Careful planning that includes appropriate AT recommendations improves a student's functional achievement and helps assure a smooth transition from school to post-school activities. PA waiver funding, the Variety Club, and the Office of Vocational Rehabilitation are some of the resources available to fund AT.
Assistive technology includes any device that helps a person with a disability achieve a more independent and productive life. AT can include a wide array of items but is not limited to, screen readers, lowered floors for cars and vans, ramps, grab bars and wider doorways for homes, hearing and vision aids, scooters, and computers with special software and/or hardware. The PATF is a non-profit organization that provides low-interest loans to people with disabilities and older Pennsylvanians so that they can buy the assistive technology devices and services they need.
This article was contributed by the Pennsylvania Assistive Technology Foundation. Contact the PATF toll free at 888-744-1938 (voice/TTY) or by calling 484-674-0506 for information about PATF or other possible funding sources. For more information, email patf@patf.us or visit www.patf.us.
This adapter is designed for use by individuals with hand tremors and helps eliminate excess movement of the mouse cursor and extra clicks. It filters out unintentional movements so the cursor moves more smoothly and has improved accuracy. The device is plugged in between the computer and the mouse; no additional software is required.
Inventory code: HW-SECAM; Cost: $184; Montrose Secam Limited, www.montrosesecam.com
This software, conveniently loaded on a USB flash drive, is a portable word prediction on-screen
keyboard that can be plugged into almost any computer that uses Windows 2000 or XP and works with any software application where text entry is needed. The keyboard can be customized, and as the software is used, it learns frequently used words and phrases. Custom words, phrases, names and other vocabulary can be added into a personal dictionary. Some other features include smart web searching and spell checking alert.
Inventory code: CA-SW-LOGIC; Cost: $100; WordLogic Corporation, 866-967-3564 www.wordlogic.com
Designed to enable people who are deaf or hard of hearing communicate with anyone without the services of an additional interpreter, this device consists of two portable, wireless, battery-powered keyboards with displays that can interface with each other at a distance of up to 500 feet. As one person types on the keyboard, the text simultaneously appears on the screen and on the other person’s screen. The screen angle can be adjusted to up to a 45-degree angle for easy viewing, and the font size can be adjusted to a larger size. Some additional features include the ability to chat with up to four people, a USB port for saving conversations to a computer, Emoticons to convey emotions as you type, a pre-recorded greeting option, and adjustable brightness and contrast. Both terminals of the UbiDuo hook together on a hinge and fold easily for storage in a carrying case.
Inventory code: HW-UBIDUO; Cost: approximately $2,000; sComm, 866-505-7008, www.scommonline.com
This is an emergency alert system that connects to an existing residential phone line. It includes a base unit, a wireless pendant, and a phone cord. To activate, the user presses a button on either the pendant or the base unit marked "paramedic," "police" or "fire department." The automatic dialer then calls up to five stored emergency contact numbers and plays a custom recorded message to alert the person who answers the call. The auto-dialer cycles through the programmed numbers for up to 15 minutes or until a contact responds by pressing the appropriate button. The called party can also activate the unit's speakerphone to verbally communicate with the caller and monitor the situation. The range for the wireless transmitter pendant is approximately 140 feet. This device does not require subscription service.
Inventory code: TL-HELP; Cost: $90; Telemergency, Ltd., 631-467-6700, www.telemergency300.com
A signaler device created for individuals who are hard of hearing, this palm-sized wireless system flashes the light of the lamp in a distinctive pattern for each alert received. The device features on/off buttons, and indicates if the lamp is disconnected, turned off, or has a burned out bulb. A telephone can be plugged directly into the LampLighter for instant visual notification of an incoming call. It is compatible with all Silent Call transmitters and has a wireless range of up to 100 feet. When borrowing this device from the Lending Library, one transmitter is included.
Inventory code: TL-ALERT; Cost: $206; Silent Call Communications, 800-572-5227, www.silentcall.com
This kit contains four different caller IDs. The Jumbo Caller ID and Call Waiting ID have large backlit screens to display caller’s telephone number or name, date and time. The Basic Talking Caller ID has no visual display but announces the incoming telephone number when the phone rings or indicates if the caller’s number is blocked or unknown. The Name Announcement Talking Caller ID with Call Waiting announces the caller’s name and number and displays the name, number, date and time of the call. The Large Display Caller ID shows (1/2-inch tall type) the caller’s name and number, time and date, and the total number of calls.
Inventory Code: TL-CALLID; Cost: $178. Devices may also be borrowed individually. Kit is listed online in Lending Library Equipment catalog with links to more information about individual devices. Please note: Caller ID and Call Waiting options are only available if the borrower subscribes to those services through his/her local telephone company.
Call toll-free: 877-PA AT LEND (voice/TTY)
Email: atlend@temple.edu
www.disabilities.temple.edu/atlend
AT Focus Editor: Sandra McNally—smcnally@temple.edu, 215-204-3370.
PA's Assistive Technology Lending Library is funded by the Commonwealth of PA, with partial support from the US Dept. of Education (through PA's Initiative on Assistive Technology) and through the contributions of AT vendors, manufacturers, and users of the Lending Library.
This publication is available in alternate formats, by request.
« Back to Pennsylvania's Assistive Technology Lending Library Newsletters