Related Topics
A Parent's Guide To Special Ed Part I
A Parent's Guide To Special Ed Part II
A Parent's Guide To Special Ed Part III

Amanda's disability prevents her from walking, writing, talking and most other daily functions. Her disability, however, does not impede her ability to learn, utilize, and develop her cognitive skills. The Assistive Technology Act of 1998 (formerly known as the Technology-Related Assistance Act of 1988) eliminates barriers for individuals with disabilities by providing tools, which will assist them with learning and improving and developing their skills regardless of their disability.
In Amanda's case her assistive technology devices allow her to communicate in class, take exams, write, and eventually provide a job for her future. She performs these tasks independently. Amanda utilizes an AbleNet Jelly Bean switch, located behind the head and connected with a wire to a KE:NX box, which is connected and sends a signal to her computer. In addition, Amanda, utilizes a series of software programs such as Co:Writer, Write:Out Loud, and Big:Calc by Don Johnston, and Speaking Dynamically Pro by Mayer Johnson. These programs provide her with voice-output, on-screen calculator, and scanning features. (Information highlighted on the screen).

Amanda receives assistive technology services as outlined in her Individualized Educational Plan. These services provide her with a specialist who is knowledgeable and responsible for selecting equipment and software, training, and incorporating her curriculum with technology.

1. "Assistive Technology as defined in the law is 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. Assistive technology devices can include high and low tech items such as computers, pencil grips, calculators, large print material, tape recorders, and various software programs."
2. "Assistive Technology services as defined by the law is any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device."
   

With the advancements continually made in technology, the opportunities for individuals with disabilities are endless. Assistive technology becomes a voice for those who can't speak, a hand for those who can't write, eyes for those who can't see, ears for those who can't hear, and much more.

In Amanda's case, assistive technology enables her to continue with a project whereby she writes stories for dolls which were donated to New York University Rusk Institute of Rehabilitation Medicine, The Center for Children with Special Health Care Needs at Connecticut Children's Medical Center, and Yale Early Childhood Education Program. Her goal for the future is to write books.

1. Assistive Technology Act of 1998 (Public Law 105-394)
2. Assistive Technology Act of 1998(Public Law 105-394)
   The following sources provide information regarding the Assistive Technology Act of 1998.
   www.ed.gov/offices/OSERS
   www.disabilityinfo.gov
   www.assistivetech.net
   searcheric.org

The following provides information about a loan program available in Connecticut for assistive technology:
The Connecticut Tech Act Project Loan Program
People's Bank,
Beverly Hoppie
203-338-2490 (phone)

Other sources of information for assistive technology:
Evelyn Oliver Knight
Connecticut Tech Act Project
DSS/BRS
25 Sigourney Street, 11th floor
Hartford, CT 06106
860-424-4871 (phone)
860-424-4850 (fax)
800-537-2549 (toll-free)
evelyn.knight@po.state.us (e-mail)

Kippie Martin is an assistive technology specialist in Connecticut and New York. She is also the author of the book Superwoman Does Not Exist. If you think you will get a large response you can give readers my www.superwomandoesnotexist.com website address for questions.

Related Topics
A Parent's Guide To Special Ed Part I
A Parent's Guide To Special Ed Part II
A Parent's Guide To Special Ed Part III

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