Assistive Technology for People with Disabilities

231 Pages·2012·7.062 MB·English

by  Diane Pedrotty Bryant, Brian R Bryant

Second Edition
Assistive Technology
for People with Disabilities
Diane Pedrotty Bryant
The University of Texas at Austin
Brian R. Bryant
Psycho-Educational Services
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Library of Congress Cataloging-in-Publication Data
Bryant, Diane Pedrotty.
Assistive technology for people with disabilities / Diane Pedrotty Bryant.—2nd ed.
p. cm.
ISBN-13: 978-0-13-705009-3
ISBN-10: 0-13-705009-7
1. Self-help devices for people with disabilities. 2. Rehabilitation technology. I. Title.
RM950.B79 2012
617(cid:2).033—dc22
2011010234
10 9 8 7 6 5 4 3 2 1
ISBN 10: 0-13-705009-7
ISBN 13: 978-0-13-705009-3
Dedication
This book is dedicated to those individuals who use assistive
technology to help them become independent members of society and
better able to access all of the environments in which we live, work,
enjoy leisure and recreational activities, and learn. We also dedicate this
book to the many professionals and family members who work
tirelessly to ensure that assistive technology devices and services are
accessible for users. Finally, we dedicate this book to our
brother/brother-in-law, Paul, who taught us so many valuable lessons
about the liberating potential of assistive technology, and our
mother/mother-in-law Adeline, who advocated for Paul in the public
schools years before such advocacy became the norm.
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PREFACE
This textbook is intended to provide readers with a wide range of information about assistive
technology adaptations with an emphasis on devices and services. Assistive technology (AT) is
an area that is characterized by rapid development and innovation as a result of work done by re-
searchers, engineers, educators, users and families, therapists, and rehabilitation specialists to in-
form and provide better and more promising devices to meet the needs of technology users. We
know more than ever about the benefits of assistive technology to enhance the lives of individu-
als with disabilities to promote independence, access, and equity.
NEW TO THIS EDITION
The intent of this second edition is to provide readers and instructors with updated information
about assistive technology devices and services. We paid careful attention to the reviewers’ com-
ments and suggestions to revise the content by including current ideas and trends in the field of
AT and incorporating many of the “new technologies” that are benefiting all individuals. We live
in a remarkable electronic age that brings social and educational networks rapidly together. More
and more devices are emerging that make these connections possible for all individuals. In addi-
tion, the improved capacity of devices to recognize speech and read text and the incorporation of
accessibility features in computers has tremendous potential to promote independence in the dis-
ability community. With this in mind, this revision includes the following changes, many of
which reflect the reviewers’ input, that we believe significantly improve the content:
• Assistive technology devices have been updated throughout the book to reflect more cur-
rent applications in the field. This change should greatly help readers better understand
more current technologies.
• Although we continued to include pictures of devices, we have included URLs of vendors
for readers to review online the features of software and devices. We believe the inclusion
of these URLs is a particular solution for including sources for pictures and descriptions of
devices. It is important to note that we do not endorse any specific vendor, product, or soft-
ware; rather, we included examples of current technologies for readers to review with their
instructors. For example, the Journal of Special Education Technology is one source for
readers to refer to for research that is being done on current devices in the AT field. It is im-
portant that readers identify and review the evidence that supports various devices and
software. Additionally, we have added a few URLs of advocacy groups and institutions
that support efforts to make the public aware of issues pertaining to AT.
• We have placed the Personal Perspectives strategically within the chapters so that they set
the tone for the chapter or for a section of the chapter. We also deleted Chapter 8from the
first edition; although the content was educationally significant, the reviewers did not think
it fit as well with the rest of the chapters. We also deleted the Focus activities within each
chapter to help make chapters flow better.
• We added Scenario Applications to provide readers with opportunities to apply the content
in each chapter in a practical situation. We included some reference back to the
Adaptations Framework (Chapter 2) so that readers could apply some of the information
back to the educational setting and the needs of their students with disabilities. We also in-
cluded For Discussion questions for class activities. Finally, references have been updated.
v
vi Preface
• We included a case study in Chapter 3to help the reader learn about the application of the
assessment process to the identification and evaluation of assistive technology devices for
individual users.
• We added newer concepts such as universal design, information about the Independent
Living Movement, information about efficacy, and vocabulary.
PURPOSE AND AUDIENCE
This textbook presents information about assistive technology adaptations to educators, thera-
pists, users and families, and rehabilitation specialists. By providing information that is ground-
ed in research and supported by individuals who use technology, decision makers, users, and
their families will obtain information to better inform choices made about technology and indi-
vidual needs. This book is intended for undergraduate and graduate students who are taking an
assistive technology course and for individuals who are working in the rehabilitation and therapy
fields. The focus of the book is on the lifespan, various disabilities, and the environments in
which all individuals function as a part of life. Assistive technology makes activities possible for
many people, and, as our colleague Dr. Peg Nosek noted, it is liberating! It is this message of
possibility, liberation, access, and independence that we hope serves as an underpinning theme
throughout the chapters.
FEATURES
There are several noteworthy features that are intended to enrich the content and assist readers in
learning about assistive technology adaptations. First, we have included instructional features
such as Objectives, Making Connections, Scenario Applications, and Discussion Questions to
help readers think about the content before and after reading each chapter. Second, we have in-
cluded Personal Perspectives that highlight the viewpoints of individuals who use technology,
have children who use technology, provide professional development, and/or serve as advocates
for assistive technology. We think this feature helps to personalize the information presented in
the chapters and illustrate the impact of assistive technology on the lives of individuals who ben-
efit most. Third, we have included updated pictures of devices and URLs to help readers go on-
line to see and read about new technologies. We think providing URLs is a good way to help
readers stay apprised of current and new technologies. We hope these features will promote read-
er activity and connections with the content.
CONTENT AND ORGANIZATION
The eight chapters in the book address a variety of topics related to assistive technology devices
and services. Topics include an introduction to assistive technology, the Adaptations Framework,
assessment, mobility, communication, access to information, academic instruction, and inde-
pendent living. Each topic was chosen because of its contribution to assistive technology and the
effects of AT on the lives of individuals with disabilities across the lifespan.
The first three chapters of the book provide introductory material and assessment informa-
tion about assistive technology. The Adaptations Framework is introduced and is applied
throughout the book as a means of considering assistive technology and matching adaptations,
such as AT devices, with individuals’ needs in various settings. Next, we provide chapters on
Preface vii
mobility, communication, and access to the information pervasive in our society—these are basic
life requirements. We provide a chapter that focuses on assistive technology during the school
years because of the importance of ensuring that all students have access to the curriculum and
that teachers examine ways to make instruction more meaningful for learning. Finally, we con-
clude the book with a chapter on independent living. We think this represents a good culminating
chapter that focuses on how assistive technology is applicable across all environments. We hope
you enjoy the book!
ACKNOWLEDGMENTS
When we started revising our book on assistive technology, we were struck by the considerable
amount of “new technologies” that have emerged for all consumers and more specifically for in-
dividuals with disabilities. One of the biggest challenges with this revision was to identify con-
tent that would not be outdated immediately. We hope that we have captured the “big ideas” in
assistive technology and that the examples we provided will illustrate the ideas successfully.
Throughout this book, you will read Personal Perspectives and references to a number of our col-
leagues whom we have met and worked with over the years. Their perspectives, we believe, en-
rich the content of this text, because they speak to the issues, challenges, and “new technologies”
from their vantage point, whether an educator, a parent, a researcher, and most importantly as a
user of AT. We acknowledge and thank our Personal Perspective authors: Diana Carl, Anne
Corn, Lewis Golinker, Mike Haynes, Tony “Mac” McGregor, Robin Lock, Peg Nosek, Bonnie
O’Reilly, Mark O’Reilly, Penny Reed, Sam, and Jamie Judd-Wall. We believe that the reflections
offered in the Personal Perspectives will help readers understand the application of assistive
technology from different viewpoints.
We also acknowledge our coauthors in several of the chapters. Their assistance in revising
the content is deeply appreciated, and their work strengthens the book. We thank Guliz Kraft,
Robin Lock, and Minyi Shih. In addition, we recognize Joy Zabala, Tricia Legler, and Marshall
Raskind, three friends, who have taught us much about assistive technology from their profes-
sional and personal experiences working with AT users and their families. Much of what we
know has come from working closely with these three professionals.
We also express our appreciation to our editor, Ann Davis, and Penny Burleson, editorial
assistant, for their assistance, support, and patience. We acknowledge and thank our reviewers,
whose insight and helpful feedback strengthened the content of this book. They offered many
thoughtful comments, suggestions, and feedback that addressed the areas that required attention
in this revision. We are deeply indebted to them for their time and expertise. Thank you to Emily
C. Bouck, Purdue University; Kristy K. Ehlers, Oklahoma State University; Linda Mechling,
University of North Carolina—Wilmington; and James Stachowiak, University of Iowa. We
hope that the combined efforts of all we have mentioned have made this book an informative and
pleasant reading experience for you.
Finally, we would like to acknowledge the students and parents with whom we have
worked over the years. They are the people who are most affected by AT’s promise. They have
taught us much over the years, and we hope that, for them, AT eventually fulfills its potential as
a tool for accessibility and full participation in all of life’s activities.
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CONTENTS
Chapter 1 Introduction to Assistive Technology Devices and Services 1
Objectives 1
Making Connections 1
Access and Independence 2
• Personal Perspective 1.1 2
Assistive Technology Defined 6
Assistive Technology Device 6
Assistive Technology Service 8
Instructional Technology 11
Adaptations 11
Historical Overview of Assistive Technology 12
Foundation Period: Pre-1900s 12
• Personal Perspective 1.2 13
Establishment Period: 1900–1972 16
Empowerment Period: 1973 to Present 19
Multidisciplinary Nature of Assistive Technology Service Provision 23
Summary 24 • Scenario Applications 24
• For Discussion 25 • References 25
Chapter 2 Considering, Selecting, and Evaluating Assistive Technology 27
Objectives 27
Making Connections 27
Using Assistive Technology 27
Universal Design 28
Assistive Technology Adaptations 29
Simple-to-Complex Adaptation Features 29
Selecting and Evaluating the Use of AT Adaptations 35
SETT Framework 35
Adaptations Framework 36
Setting-Specific Demands 38
Person-Specific Characteristics 39
Selection of AT Adaptations 40
Evaluation of the Effectiveness of AT Adaptations 42
Summary 43 • Scenario Applications 43
• For Discussion 44 • References 44
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