Assistive Devices For Children With CP Specialized technology devices provide individuals with cerebral palsy the opportunity to enjoy life independently. Devices are available in various shapes and sizes to ensure that every child with CP is able to receive the assistance they need as they transition into adulthood.
Credits The Impact of Environmental Demands People with disabilities often experience difficulties coping with the demands that are placed upon them from the environment.
For example, people with severe visual impairments may encounter problems in traveling from place to place. Those with hearing losses may have difficulty understanding information presented on television.
Children with severe speech impairments may have difficulty communicating with others in school. Others with physical disabilities may be unable to control common appliances in their environment.
Adults with severe learning disabilities may not be able to read printed materials required for them to perform their jobs. It is possible to use a variety of devices and services to respond to needs such as the ones just described.
Some devices help people with disabilities perform a given task. These often are called assistive devices. For example, a lap board with pictures on it may assist a person who cannot talk to communicate. Other devices change the environment or help the person to modify the environment.
These are called adaptive devices. A switch that would allow control of different appliances from a wheelchair would be an example of an adaptive device. Another adaptive device is a ramp that could be used in place of steps for someone in a wheelchair. The terms, assistive device and adaptive device, are frequently used as a single phrase when discussing the general topic.
In reality, many people use them interchangeably. The evolving trend is to use the term, assistive technology, to encompass both types of devices, plus services associated with their use. The definition of assistive technology that was included in PL was modified slightly in the federal regulations for the Individuals with Disabilities Education Act PL to make the definition more applicable to children with disabilities: Assistive technology means any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities.
Such services include activities such as evaluation of a person's needs for assistive technology devices, purchasing or leasing assistive technology devices for people, designing and fabricating devices, coordinating services offered by those who provide assistive technology services, providing training or technical assistance to a person who uses assistive technology, and training and technical assistance to those who work with people who use assistive technology devices, such as teachers or employers.
To elaborate further on the definition: Assistive technologies include mechanical, electronic, and microprocessor-based equipment, non-mechanical and non-electronic aids, specialized instructional materials, services, and strategies that people with disabilities can use either to a assist them in learning, b make the environment more accessible, c enable them to compete in the workplace, d enhance their independence, or e otherwise improve their quality of life.
These may include commercially available or "home made" devices that are specially designed to meet the idiosyncratic needs of a particular individual. Research Institute activities addresses a number of areas of human function that people need to be able to perform in order to respond successfully to demands placed upon them from the environment.
Assistive technology devices and services can be used to enhance those functions. A full description of the functional model can be accessed from the article,called A Functional Approach to the Delivery of Assistive Technology Serviceson the Assistive Technology Fundamentals Menu.
When you review that information, note how the functional model relates to the definition of assistive technology provided in the federal regulations cited above, which specifically addresses the improvement of functional capabilities.
However, It is important to realize that assistive technology applications can be viewed as a continuum that ranges from "high-tech" to "no-tech".
High Tech High-tech devices incorporate sophisticated electronics or computers. Medium Tech Medium-tech devices are relatively complicated mechanical devices, such as wheelchairs. Low Tech Low-tech items are less sophisticated and can include devices such as adapted spoon handles, non-tipping drinking cups, and Velcro fasteners.
No Tech No-tech solutions are those that make use of procedures, services, and existing conditions in the environment that do not involve the use of devices or equipment.
These might include services such as physical therapy, occupational therapy or the services of other specialists. An Example of Applying the Technology Continuum In making decisions about the type of technology tools a particular person might require, a good approach is to start with the no-tech solutions and then work up the continuum, as needed.
For example, in teaching a student with one arm to use a mixing bowl to prepare ingredients for cooking, it might be better for a home economics teacher to teach that student how to wedge the bowl into a drawer and hold it with a hip while stirring, rather than request the purchase of an expensive medium-tech electric mixer that is equipped to stabilize the mixing bowl while it is being operated.
Too often, when making technology decisions, there is a tendency to start at the upper end of the technology continuum when, in fact, it is better to start at a lower point.
For example, when making decisions about a person whose handwriting is difficult to recognize, it is not uncommon to hear recommendations that a laptop computer should be provided that can be taken to various environments in which written products are required cost:This case study is in relation to a 19 year old adult, Shaku who suffers from learning disability.
Shakus heritage is East African/ Punjabi. Assistive technology can look like many things in an elementary special education classroom, both low-tech and high-tech. No two students are the same, and they will have different experiences while trying to use technology.
When children and young peoples development is monitored and assessed, it enables practitioners and professionals to notice when children an.
Types of intervention Behavioural Support Service (BEST) They have the responsibility to organise identification and support for children with special education needs. language therapists and sensory impairment support professionals have the responsibility to choose the right type of assistive technology for children and young people.
Assistive technology specialist evaluates students' technology needs in collaboration with classroom teachers, related services staff, parents, and students.
The specialist takes into account the user's motivation, as well as his or her reaction to particular adaptations. That's where assistive technology (AT) can be a godsend. In the first three years of school, children are learning to read. After this, students are reading to learn.