Farmington Talcott Plaza 230 Farmington Avenue Farmington, CT 06032 Phone: (860) 674-1824 Fax: (860) 674-1836     info@thetalcottcenter.com           Assistive Technology:   The Individuals with Disabilities Education Act (Public Law 105-17) offers clear definitions of assistive technology devices and services. Assistive technology devices are identified in the IDEA as: -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. (Section 300.5)   As defined in IDEA, an assistive technology service is -any service that directly assists a child with a disability in the selection, acquisition, and use of an assistive technology device. The term includes:   (a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environment; (b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; (c) Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology devices; (d) Coordinating and use other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; (e) Training or technical assistance for a child with a disability or, if appropriate, that child’s family; and (f) Training or technical assistance for professionals (including individuals or rehabilitation services), employers, or other individuals who provide services to employ, or are otherwise substantially involved in the major life functions of children with disabilities.     Assistive technology can help children with disabilities by increasing or maintaining their functional capabilities.  Assistive technology can address a variety of skills including but not limited to the following: communication, organization, note taking, reading, written expression, handwriting, and prevocational/vocational tasks.    While assistive technology is not disability specific, the following are disability areas in which assistive technology is often used:   cerebral palsy  autism traumatic brain injury   spinal cord injury         learning disabilities      attention deficit/hyperactivity disorder   Communication: Limited functional communication can be very frustrating to children and can cause frustration, dysregulation, and often result in a negative behaviors.  It is important to remember that all behavior is communication.  In many cases, these children are simply frustrated that they have a message to convey and are unable to convey that message.  There are an abundance of assistive technology tools ranging from low technology devices (i.e. communication boards, aided language boards, and picture communication symbols) to mid technology devices (i.e. single message vocal output devices, leveled vocal output devices, and multi-messaged vocal output devices) to finally, high technology devices (i.e. dedicated speech generating communication devices and software communication programs).   The acquisition, training, and implementation of an assistive technology device for communication can be a powerful tool for children with limited functional communication.   Written expression/handwriting: Many school age children are reluctant to write and when they do, are not producing the quality of work expected of them.  Many students with poor motor skills or students that have not achieved automaticity with writing the letters of the alphabet (often students with processing disorders, learning disabilities, ADHD) struggle with the motor aspects of writing and have few cognitive resources left for the actual composition of writing (i.e. generating ideas, grammar, punctuation, spelling, etc.).    Often times, these children can benefit from assistive technology to ease the demands of writing and free up cognitive resources to form ideas and express their thoughts.  Devices may range from word processors for children with poor handwriting, to devices with word prediction to help students who struggle with spelling, forming ideas, and vocabulary.  Children with poor organizational skills may benefit from graphic organization software or software that allows coaching and/or notes from the teacher to help organize thoughts and prompt the student.  Other students may require adapted keyboards with software to support their writing or voice recognition software.