TECHNOLOGY

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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

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

M. PHARMACY

• 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

N. MEDICATION

• 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 Network of Pennsylvania, 800-692-7443 (voice) or 877-375-7139 (TTY), www.drnpa.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?
• Notes:

APPENDIX N: Assistive Technology

Visit Pennsylvania's Initiative on Assistive Technology (PIAT) http://disabilities.temple.edu Click: Programs: Assistive Technology 800-204-7428 (voice) or 866-268-0579 (TTY); ATinfo@temple.edu

Next: Assistive Technology Companion Guide to the Transition Health Care Check List: Health Care Skills Needed for Independence, Assistive Technology, more information

Back: Transition Health Care Check List Introduction

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