Assistive Technology Companion Guide to the Transition Health Care Check List: Health Care Skills Needed for Independence
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H. SELF ADVOCACY
- Knows how to stop and think and when to say "NO"
- Knows how to make contact with community advocacy organizations
- Is aware of Self Determination
- Can call and ask for information, materials, and booklets with needed modifications
Requests materials in needed formats, e.g. Braille; large print; accessible websites
- Has good communication with doctors and other professionals (APPENDIX A)
I. JOB SEARCH CONSIDERATIONS
- Is able to discuss with employer conditions that require individualized accommodations
Has identified assistive technology accommodations that may help the individual perform essential job functions
- Has considered the pros and cons of full time and part time work and benefits offered
- Knows how to work with the Office of Vocational Rehabilitation (OVR) (APPENDIX M)
- Knows if the work place has people trained for medical emergencies until 911 arrives
- Can describe needs in case of emergency evacuation from workplace
Knows what devices may be necessary in order to evacuate, e.g. Evacu-Chair
- Has an Emergency Information Form (EIF) completed and given to all who will need this according to the directions on the form www.aap.org/advocacy/eif.doc [please note this link has been changed or removed]
J. POST-SECONDARY CONSIDERATIONS
- Is able to discuss conditions that require individualized accommodations
Has identified assistive technology accommodations that are needed for success in post-secondary setting such as accessible dormitory room, adapted alarms, electronic textbooks, assistive listening devices in classrooms, accessible websites for on-line registration; knows how to request them
- Has toured schools
Can describe and compare accessibility, accommodations and availability of AT at different post-secondary institutions
- Has considered the pros and cons of full time and part time enrollment and the effect on benefits offered
- Knows how to work with the Office of Vocational Rehabilitation (OVR)
- Has worked with health services to plan for medical emergencies
- Has an Emergency Information Form (EIF) completed and given to all who will need this according to the directions on the form www.aap.org/advocacy/eif.doc
- Has met with the staff at the Office for Disability Services
Has arranged for needed AT prior to each semester; if not provided by the school, has discussed provision through OVR if eligible
- Knows rights and responsibilities
K. MANAGING MEDICAL INFORMATION/RECORD KEEPING
- Knows how to write down and follow recommendations of the doctor or dentist
Uses notetaker (e.g. BrailleNote; Palm) to write down doctor's or dentist's instructions
- Knows who can help fill out medical and dental forms
Has the AT needed to independently complete medical and dental forms, including insurance claims
- Has a way of keeping medical and dental records
- Immunizations/medical tests and results/summaries
L. MANAGING APPOINTMENTS
- Keeps a calendar of doctor and dentist appointments
- Knows how to make entries and set alarms for personal digital assistant (PDA)
- Has large print appointment book
- Keeps a notebook of names, phone numbers and office hours
Knows how to make entries (include notations of office hours and directions to offices) and retrieve information from PDA
- Knows when to call and communicate when sick or hurt
Can use communication technologies to report when sick or hurt, e.g. communication device; adapted telephone
- Knows the difference between an emergency (go to hospital) and illness (call your doctor)
- Knows about making appointments for specialists, family planning, genetic counseling, hospital and laboratory tests
- Calls for referrals if needed
Can use communication technologies to call for referrals
- Develops a working relationship with pharmacist
- Knows where to go and which prescription cards to show
- Understands "co-pay"
- Knows to ask the doctor or pharmacist for help
- Knows medication: name, purpose, side effects, restrictions, how to get filled
- Knows when and who to call for prescription refills
- Recognizes medication and when to take it
- Uses medication reminder systems to adhere to complex medication regimens
- Has AT to read pill bottle labels (e.g. CCTV, magnifier)
- Knows how your medications are to be taken (oral, sub-lingual, rectal, vaginal, topical, eye or ear drops/ointments, inhalants, injections)
- Uses large print log to record blood sugar readings
- Uses syringe filler with large print markings
- Opens "child resistant" caps or can ask for bottles that can be opened
- Fills daily/weekly pillbox
Uses medication organization and dispensing systems
- Knows how to purchase and properly use over-the-counter medication
- Knows who to call with questions or to get help
O. EQUIPMENT AND TREATMENTS
- Understands and uses remedial/prosthetic devices and equipment as prescribed
- Knows about basic care of devices (charging power wheelchair or scooter, cleaning hearing aids and eyeglasses, etc.)
- Has operational competence in devices, including using and programming (or directing others to program) communication device; set-up computer access equipment; low vision aids, etc.
- Understands and can do their own treatments and therapies
- Knows who does their treatments and therapies and how often they occur
- Demonstrates responsibility for compliance
- Can arrange for equipment maintenance—both routine and emergency
- Knows who and how to contact vendor for repair and maintenance
- Knows whether or not a repair may be covered under warranty
- Knows how to arrange for payment for routine and emergency maintenance
- Knows how to arrange for a "loaner" when the equipment is "in the shop" (including Pennsylvania's Assistive Technology Lending Library), or how to request a rental (and who will pay)
- Knows consumer protections against devices that are "lemons" and how to get assistance (e.g. Disability Rights Pennsylvania, 800-692-7443 (voice) or 877-375-7139 (TTY), www.disabilityrightspa.org)
APPENDIX A: Communication
Consumer and Provider Checklist for Working Together
- Am I an equal partner?
- Have I mentally reversed roles?
- Have I accepted my share of the responsibility?
- Do I respect the other?
- Do I listen, respond, and listen again?
- Am I open to new ideas and concerns?
- Do I create a comfortable environment?
- Do I bring "what I say" and "what I feel" closer?
- Am I clear about needs?
- Do I clarify fact and opinion?
- Do I respect and discuss confidentiality?
- Do we see each other in more than one dimension: looking beyond the condition or disability?
- Do we value each other's experience?
- Do we care about each other's emotional needs?
- Do we encourage communication with others to increase knowledge and to decrease isolation?
- Do we make every effort toward solutions and finding resources?
- Do we plan together?
- Do we all understand the directions?
- Do we follow-through with the shared plan?
APPENDIX N: Assistive Technology
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