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Many experts agree that successful childhood development can lead to success in adulthood. For children with disabilities, independence as an adult may very well be won or lost early in life depending on their access to assistive technology.
In the 2000 census, 609,271 Californians ages 5-20 were identified as having a disability. Childhood sets the stage for all of us. A good education, strong emotional support, peer interaction and opportunities to experience life on our own are all elements that lead to a successful future.
For children with disabilities they are also key ingredients of the independence that has often eluded their adult counterparts.
Assistive technology (AT) enables children with disabilities to more fully participate in life. It comprises devices that compensate for physical or cognitive limitations and enhance learning and independence. AT ranges from low-tech devices such as ramps, and crutches to high-tech ones like voice-activated computers and augmentative communication devices. It includes adaptive equipment to help the student in the classroom, at home and in recreational activities.
Like the toys with which all children play, AT aids in the development of intellectual, social and motor skills. Adaptive devices enable children to interact with their environment, learn, and do things for themselves. They help children with disabilities enjoy the same experiences of childhood as their able-bodied peers.
Acquiring AT for children can be challenging. Families may need to advocate for their child to get their AT needs assessed properly. Common items such as ramps or bathroom equipment may be relatively easy to find, but much of the technology children need is disability-specific. Oftentimes, parents don’t know what AT is appropriate for their child. Therefore, it often takes strong parental advocacy in order to find and obtain the appropriate AT for the child.
Early testing and diagnosis is important because it can ferret out “hidden” disabilities such as attention-deficit disorder, dyslexia as well as other disabilities like autism. All schools offer standard vision and hearing testing in the early grades, and most schools will provide disability-related testing if requested. Diagnostic services are also offered by many public and private agencies.
Early diagnosis is beneficial to both the families and the schools. Adapting to a disability early will prevent children from being held back in later grades and result in significant cost reduction for school districts. Furthermore, it enables teachers to distinguish genuine academic shortcomings from behaviors normally associated with a particular disability.
Most state-funded programs such as Early Start and Head Start serve children from birth to 36 months. At first glance, there seems to be a gap for children between three and five (the age most enter the school system). However, parents should pressure districts to begin assessments at age 3 in order to procure AT.
Under the Individuals with Disabilities Education Act 2004, each child, regardless of disability, is entitled to a “free, appropriate public education.” All school districts must provide an assessment in order to craft an Individualized Education Plan (IEP), to meet a child’s particular needs. What most parents don’t know is that under the law, an IEP must consider appropriate assistive technology to meet the educational goals for the child. Under IDEA, school districts are also required to purchase devices included in the plan.
"Families have remedies when they feel their assessment was unsatisfactory. The IDEA empowers parents to protect their due process rights by demanding an outside third-party assessment. By complying with district procedures, parents can typically receive at least partial reimbursement for an outside assessment by a professional rehabilitation technologist.Parents often must struggle with districts that are reluctant to pay for assessments and may need to travel long distances to see a qualified AT professional.Persistence, of course, has its rewards. “Because I demanded that the district fund an appropriate assessment,” said one parent, “my child is able to function in an integrated classroom setting right alongside able-bodied students today."
Teachers change jobs and children change schools and classes, or acquire other disabilities. Therefore, it is critical that IEPs include ongoing assessments to ensure the AT remains appropriate for changes in the environment, physical growth and intellectual development.
There have been personal accounts by parents that they’ve had to return some assistive technology devices at the end of the school year, when they change grades, schools or even during temporary breaks. Though this does happen, as the need for the AT away from school varies depending on the student, the device and the disability. For example, a device that helps the child communicate is likely to remain with the student during the summer and breaks. However, a personal word processor that would be used primarily for homework assignments may not.
School districts should ensure that students are regularly re-assessed by qualified AT professionals. They may accomplish this by working with disability-resource organizations like the AT Network and the Parent Training and Information Centers, or technologists, rehabilitation engineers and physical therapists in their communities. Federal special education and state general fund dollars are already allocated to cover such costs.
As a child transitions from preschool to elementary to high school and into adulthood, the continuity of the AT device can be lost. Ideally, AT should be portable from one grade to the next. It should be capable of being altered as a child grows and learns. Not only would this benefit the child, but it will reduce costs as well. Parents need to continue to be proactive in advocating for a seamless transition from one school system and district to the next. Further, when the student is transitioning from the education system into adult life from ages 18-22, AT continuity must be worked out between the
school district and the Department of Rehabilitation or Regional Centers.
No student, regardless of their technology, can learn unless they can get in the front door of the school. Physical access is a key extension of AT at the primary, secondary and post-secondary levels.
Parents have many resources outside the school that can help as they strive to meet their children’s assistive technology needs. The AT Network offers information and referral on assistive technology and can answer questions on a broad range of topics from where to find particular device to how to deal with a school’s refusal to offer AT assessment.
In addition, several prominent nonprofit agencies and educational institutions are engaged in assistive technology procurement and assessment. Many communities have Family Empowerment Centers to help guide families through the special education maze. Visit the web site of the California Association of Family Empowerment Centers at www.cafec.org 
. In addition, the 29 local Independent living centers in California have AT advocates who are familiar with local resources and vendors, and are trained to offer direct, hands-on assistance and support. To find your local independent living center, you may visit the California Foundation for Independent Living Centers’ website at www.cfilc.org .
People with disabilities have experienced significant improvements in their quality of life since the passage of the Americans with Disabilities Act (ADA) in 1990, but much more attention needs to be focused on the challenges facing youth with disabilities. With limiting budgets and often the high costs of special education, many schools can not afford certain programs, even though their participation will help improve the quality of education for children with disabilities. It is important that information and resources be readily available to the families of children with disabilities.
Empowering families to be strong advocates is essential to giving their children the best chance at success. AT can further their opportunities. Families need to know their rights, including entitlement to some AT, and the benefits of these devices in order to put their child on the road to a successful independent life.
The AT Network is dedicated to protecting the rights of our consumers and allowing them to remain independent in the community. If you have a question, concern, or a story to share with us then please don't hesitate to contact us:
Toll-Free: 800-390-2699
TTY: 800-900-0706
E-mail: info@atnet.org
To assist Larry in putting the baby to bed, TLG adapted a crib (see picture above) so that the railing slid open to the side rather than dropping down. Larry was then able to slide his son right onto the mattress from the chair without having to lift him over the side. "
