Assistive Technology Access for Young Children

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Assistive Technology Access for Young
Children Cordelia Robinson, Ph.D., RN, Steven
Rosenberg, Ph.D. University of Colorado Health
Sciences Center
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Issues to be Addressed
1. Developmental Rationale for use of Assistive
Technology with infants and toddlers. 2. The
prevalence of AT use with infants and toddlers
with disabilities 3. The policies, guidelines,
processes and resources available to support
acquisition and use of AT 4. Decision making
about recommendations regarding the use of AT
through the IFSP process 5. What training and
technical supports are in place to promote
effective use of AT.
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Why Assistive Technology for Infants and
Toddlers?

• Developmental Significance
• Children learn by actively responding to
  stimulating events and challenges presented by
  their surroundings.
• Disabilities place young children at risk for
  being passive observers
• Learning opportunities depend on accommodations
• The inability to gain access to manipulation of
  toys and objects may produce developmental delays
  in cognitive, motor communication, social, and
  self-help skills.
• Motivation of the child to seek interesting
  activities may diminish.
• Passivity can be the result of childrens
  inability to control significant events in their
  lives
• Early use of adaptive toys, switches, computers
  and powered mobility can be effective in
  forestalling the development of learned
  helplessness and learning deficits.

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Why Assistive Technology for Infants and
Toddlers?

• Impact on Mobility
• Mobility aids may result in more exploratory
  behavior, increased intentional behavior,
  independent choice making
• When a child is supported to experience
  self-directed movement opportunities, intrinsic
  motivation is encouraged and promoted (Butler,
  Okamato McKay, 1983 Kermonian. 1998)

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Why Assistive Technology for Infants and
Toddlers?

• Impact on Communication
• Communication devices
• At 15 months infants can relate an objects
  function to picture of that object (Porter et
  al., 1985)
• Communication devices that provide actual speech,
  actually act to increase natural speech
  production (Blischak, 1999)
• Improves speech intelligibility and increases
  comprehension and expressive language (Romski
  Sevcik, 1996)

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What Assistive Technology is available for
Infants and Toddlers?

• Existing Assistive Technology for
• Infants and Toddlers
• 56 facilitate interaction with materials
• 33 facilitate movement
• 11 facilitate communication (Mistrett etal,
  2000)
• Availability of Assistive
• Technology for Infants Toddlers
• 90 devices identified for infants toddlers 45
  generic 45 targeted only 1 or 2 (4) of the
  identified devices have undergone scientific
  validation.

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How to help Infants and Toddlers and Their
Families access Assistive Technology?

• Active Participation
• Active Children Are
• exploring in whatever ways they can
• making choices
• included in family routines
• alert
• showing curiosity
• interacting with other children adults

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How to help Infants and Toddlers and Their
Families access Assistive Technology?

• Focus on Participation Adapt
• the Activity
• It may involve changing
• Materials
• Tasks
• Rules

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How to help Infants and Toddlers and Their
Families access Assistive Technology?

• Dont forget the Basics!
• Children learn best through active participation.
• Value Independence
• Children learn through social interactions and
  play
• Observe children in a variety of settings and
  activities
• Value Participation
• Facilitate Independence
• Observe Children
• Consider Technology
• Plan
• Implement
• Reassess

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Why Isnt Assistive Technology being used?

• Underutilization of AT
• Potential of technology for infants and toddlers
  has not been realized
• 1997 National data for Part C - only 3.8 of the
  infants and toddlers reported as served received
  AT device or service
• Culture, Knowledge and Training
• of Professionals
• Most studies indicate that professional feel
• they lack the knowledge necessary to
• determine appropriate AT, locate funding,
• document needs, appeal denials, and
• effectively advocate. (Espe, 1998 Lesar,
• 1998 Parette, 1994)

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Why Isnt Assistive Technology being used?

• Bryant (1998) lists the following factors as
• barriers to developing teacher preparation
• Limited access of university faculty to
  technology
• Limited incentives and opportunities for faculty
  to develop courses.
• Limited funding for new initiatives
• Faculty lack knowledge about AT and its benefits
• Lack of AT requirements in national certification
  programs

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If AT in NOT Provided Missed Opportunities for

• Enhancing development
• Easing the physical demands of care
• Development of a sense of self-efficacy and
  mastery motivation
• Develop understanding of spatial relationships

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Communication Devices An easy way to let kids
make choices!
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Promoting Participation for Children
www.jfkpartners.org
www.projectparticipate.org