A RESOURCE GUIDE: ASSISTIVE TECHNOLOGY

1. INTRODUCTION
2. DEFINITIONS
3. STATE EDUCATION DEPARTMENT FIELD MEMO SEPTEMBER 1995 - ASSISTIVE TECHNOLOGY:DEFINITIONS AND POLICY CLARIFICATION
4. INFORMATION AND REFERRAL
5. ASSESSMENT
6. TRAINING
7. FUNDING
8. WHAT ARE MY RIGHTS?
9. FACTS ABOUT ASSISTIVE TECHNOLOGY AND THE INDIVIDUALIZED EDUCATION PLAN (IEP)
10. A PARENT'S GUIDE TO THE INCLUSION OF TECHNOLOGY IN THE IEP
11. FACTS ABOUT ASSISTIVE TECHNOLOGY AND THE INDIVIDUAL WRITTEN REHABILITATION PLAN (IWRP)
12. ADVOCACY RESOURCES
13. REGIONAL TECHNOLOGY RESOURCES
14. OTHER RESOURCES
15. APPENDIX
1. NATIONAL ASSISTIVE TECHNOLOGY RESOURCES
2. ELECTRONIC RESOURCES
3. ASSISTIVE TECHNOLOGY RESOURCES IN NEW YORK STATE
4. SUGGESTIONS

This resource guide was designed as a starting point for people interested in assistive technology and the many ways its applications can help individuals with disabilities. The guide is organized so that the first section will provide some answers to questions under the headings of Information and Referral, Assessment, Training, and Funding.

The second section is a list of Westchester area agencies which provide services related to assistive technology for individuals with disabilities. There is also an appendix listing various other resources. We hope that this format will enable you to quickly find the information you need to begin your search. We welcome your comments and suggestions so that our next edition will be even better.

We hope that this guide will make the task of selecting devices or services easier by introducing you to existing resources. We encourage every individual with disabilities to reach out and discover the new world of options made possible through assistive technology. WestNAT, the Westchester Network for Assistive Technology is a non-profit organization focusing on the fact that people with disabilities need to have ready access to the new technologies that can expand their opportunities at home, school and work. WestNAT intends to help prevent duplication of efforts, provide information, and identify and respond to emerging problems. In addition to providing speakers on technology for community groups by coordinating the WestNAT Speakers' Bureau, WestNAT plans conferences, seminars and workshops throughout the year to respond to such questions as, "Where do I get help in funding?" "What devices will help provide access to the computer?" "What software will promote learning for my child?" or "Is there a device which will help me live more independently?"

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DEFINITIONS

Assistive Technology Device

An "Assistive Technology Device" 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 functional capabilities of individuals with disabilities.

Some examples of "assistive technology" devices are augmentative communication devices, powered wheelchairs, teletypewriters or text telephones, magnifying glasses, optical scanners, reachers, computers and tape recorders.

Assistive Technology Service

An "Assistive Technology service" is any service that directly assists an individual with a disability in the selection, acquisition or use of an assistive technology device.

Such services include but are not limited to evaluation of needs, purchasing, leasing or providing for the acquisition of devices; selecting, designing, fitting, customizing repairing adaptive devices, coordinating with other therapies or interventions, and training or technical assistance for the individual, or, where appropriate, the family, and professionals.

(Definitions taken from the "Technology-Related Assistance For Individuals with Disabilities Act of 1988," P.L.100-47)

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1. What is the intent of assistive technology devices and services?

Assistive technology promotes equity of opportunity. The report of the House Committee on Education and Labor, in regard to Public Law 101-476, states that "advances in the development and use of assistive technology have provided new opportunities for children with disabilities to participate in educational programs. For many children and youth with disabilities, the provision of assistive technology devices and services will redefine an appropriate placement in the least restrictive environment and allow greater independence and productivity."


The intent of the Federal Individuals with Disabilities Education Act (IDEA) is to make available assistive technology devices and services as part of the special education program for an eligible preschool or school-age student with a disability to ensure that a student increases, maintains or improves functional capabilities


2. What is an assistive technology device?

An assistive technology device is defined 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."(34 CFR 300.5)


Committees on Special Education (CSEs) and Committees on Preschool Special Education (CPSEs) are encouraged to consider both high and low technology for students with disabilities. High technology involves electronics and sophisticated equipment. Low technology relies on solutions using mechanical principles requiring simple hand tools and easy-to-find materials. Illustrative examples of high and low assistive technology are included in Attachment A (not included).


3. What is an assistive technology service?

Assistive technology service is defined in Section 300.6 of the Code of Federal Regulations as:


"any service that directly assists a child with a disability in the selection, acquisition or use of an assistive technology device. The terms include:


1. The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment;
2. Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;
3. Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology devices;
4. Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
5. Training or technical assistance for a child with a disability or, if appropriate, that child's family; and
6. Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ or are otherwise substantially involved in the major 1ife functions of children with disabilities.
4. What is a school district's responsibility for providing assistive technology devices and services?

Under the Federal Regulation (34 CFR 300.308) each school district must ensure that assistive technology devices and/or service are made available to a preschool or school-age student with a disability as part of a student's special education, related services or supplementary aids or services as described in the individualized education program (IEP).


For school-age student with a disability, the district is required to provide assistive technology and/or devices as recommended by the CSE. For a preschool child with a disability, the Board of Education must assure that the CPSE recommendation is implemented by the approved preschool provider and county. These services and devices must be provided at no cost to the child or parent. If a student with a disability requires assistive technology to receive a free appropriate public education (FAPE),the student's IEP must indicate the specific type of assistive technology device required and/or the nature and extent of assistive technology services necessary to achieve IEP goals. A CPSE must provide guidance to the preschool program selected by the Committee or to the county regarding equipment specification to ensure that appropriate assistive technology device is available. Assistive technology devices and/or services must be provided consistent with the initial date of the student's IEP.


The effect of Section 300.308 of the Code of Federal Regulations is to limit the provision of assistive technology devices and services to those situations in which they are required in order for a child with a disability to receive FAPE. Thus participants at the meeting to develop a student's IEP must recommend whether the device and/or service is necessary in relation to the student's educational needs. A determination as to whether an assistive technology device or service is required in order to receive FAPE must be made on an individual basis using the evaluation and IEP development procedures described in state and federal regulations.


A school district is not responsible to make available, through purchase or rental, devices that a student would require only for non school settings or activities. In addition, the district would not, unless specifications stated in the IEP, have to provide items which a child routinely would require for daily life functions regardless of the setting.(e.g., wheel chair, hearing aid, some prothestic or orthotic devices, etc.) that are prescribed by a licensed physician. In cases where a child is already using a device provided by the parent, this could be noted on the IEP.


5. What criteria should be considered in recommending a student's need for assistive technology devices, assistive technology services, or both?

A student's need for assistive technology is determined through the individual evaluation. The district's CSE/CPSE is responsible for this functional evaluation of the student. The need to conduct an assistive technology component of an evaluation must be considered for students on a case-by-case basis. Additionally, parents and guardians should share information with the CSE/CPSE on how assistive technology could be beneficial to their child's education.


The student should be assessed in all areas of the suspected disability and the results of such evaluation described in the applicable sections of the IEP including the present levels of performance, goals and objectives, related services, supplementary aids and services, modifications to the regular education program and/or specialized equipment. It will sometimes be necessary to seek and obtain very highly specialized evaluation information from assistive technology experts/evaluators outside of the local school district. However, in many instances, the assistive technology needs of a student should be determined as a component of an evaluation conducted by an occupational or physical therapist, teacher of the speech and hearing impaired, audiologist, etc.


As described in 34 CFR 300.6, the evaluation of the needs of a child with a disability includes a functional evaluation of the child in the child's customary environment. For a school-age student, the customary environment could be the student's current educational setting. For a preschool child with a disability, the customary environment would be in the current early childhood educational setting which could be the daycare setting, a nursery school or a headstart program that the child is attending. Since some preschool children do not attend programs, the customary environment could be in an alternative setting appropriate for a child of that age such as a play group, the home, or the library.


Recommendations should be provided to the Committee on whether assistive technology may be appropriate for the student to meet the goals and objectives of the IEP in the least restrictive environment. Areas for consideration could include:


1. environment considerations - recommendations that a student's educational environment needs to be adapted (e.g., lighting, desk, chair, keyboard or specific device or method designed to assist a student with a disability to perform daily tasks) or accommodated (e.g., changing a routine, method or approach which may be used by persons with or without disabilities);
2. use of support materials- recommendations for specific kinds of material (e.g., Braille books, talking books, speech software using peripheral devices, communication boards, text enlargers, tape recorders);
3. instructional use of tool software (e.g., word processing, ca1endar organizers) and computer assisted/based instruction;
4. an assessment of what is available to and required of non-disabled students of the same age and a determination how these curricular and/or extracurricular activities could be made accessible to the student with the support of appropriate assistive technology; and
5. recommendations on how the assistive technology may be integrated into the student's total educationa1 program, rather than delivered in isolation.
6. Who is qualified to provide "assistive technology service"?

Currently there are no credentialing standards for assistive technology providers in New York State. However since assistive technology services are provided as part of a student's special education instruction, related service and/or other supplementary aids and services, they must be provided by an appropriately licensed or certified individual in accordance with section 200.6 of the Regulations of the Commissioner of Education. As assistive technology services are described as part of one or more of the aforementioned programs and services, they must be provided by qualified individuals who hold an appropriate New York State certification or license.


There may be instances when school district personnel will not have the specialized knowledge necessary to appropriately assess students with assistive technology needs or provide assistive technology services to some students. School districts will need to identify individuals/agencies with expertise in assistive technology (e.g., BOCES, private agencies) who are available to assist districts with the evaluation of the needs of a student with a disability as well as the selection, design, fit, customization, adaptation, application and/or repair of assistive technology devices, as appropriate. School districts may also establish formal agreements with these agencies to provide staff development, mentoring and/or consultation to local district staff to expand their skills, thus developing a broader base of school personnel with expertise in assistive technology.


Formal agreements with these non-school consultants will need to be negotiated so that they work in cooperation and collaboration with and/or under the direction of appropriately qualified, licensed or certified school district staff to provide assistive technology devices and services.


Individuals and consultant staff who provide assistive technology services should have the training and/or experience necessary to deliver these assistive technology services in a safe and effective manner to students with disabilities at appropriate grade level(s) and area(s). Such training should be documented and/or may be acquired through pre-service and in-service training programs. Assistive technology providers should demonstrate the ability to provide assistive technology services and to communicate results effectively, orally and in writing, to educators, parents, students, and other service providers.


7. How would an assistive technology provider, evaluator or approved evaluator be reimbursed for conducting an assistive technology evaluation?

School districts and counties will establish their own reimbursement agreements with assistive technology evaluators. However, in many instances, the assistive technology needs of a student should be determined as a component of an evaluation conducted by an occupational or physical therapist, teacher of the speech and hearing impaired, audiologist, etc. If such evaluation information for students is incorporated into an appropriate component of the evaluation, the evaluator should not be reimbursed twice. For example if, as part of an occupational therapy evaluation component, a therapist advises that a child use adapted silverware, writing utensils and/or other manipulative items, the evaluator should only be reimbursed for the occupational therapy component of an evaluation, not for an assistive technology component as well.


8. Can students with disabilities take their assistive technology devices home or to other settings?

If a student requires the use of an assistive technology device in settings outside of school in order to meet the goal of a free appropriate public education, then the school district is obligated to provide the student access to the device at additional times and places consistent with the IEP. For example, if the IEP requires that a student have access to an assistive technology device at home to prepare homework assignments or other work related to his/her instructional program, or if a student's IEP requires use of an augmentative communication device in a home setting or other setting (such as a work-study placement) as well as in school, the district must make arrangements for the device to be used at that site.


Committees should be cognizant that some assistive technology devices are fragile (e.g., head pointers) or extremely large and/or heavy and may not be easily transported between home and school. Therefore, it may be necessary to consider the advisability of providing one device for school and another for home use. When use of an assistive technology device is recommended at home, Committees should consider including parent training on the IEP, so that parents have the skills necessary to support the student at home in using the assistive technology device. School districts should develop procedures to track equipment and should consider insurance cost associated with assistive technology devices lost and/or broken at home.


9. When a student moves from one level of schooling to another, does the device follow the student?

If an assistive technology device is necessary to fulfill the requirements of a student's IEP, such a device must be provided in whatever school attended. When the student makes a transition from one school to anther, the CSE/CPSE should ensure that the device is available for the student, in the setting, on the date the IEP is required to be implemented. School districts should develop procedures addressing the transfer of assistive technology equipment (see Attachment B). If a student no longer requires the use of an assistive technology device purchased by the school district, it remains the property of the school or, if purchased by the county, it remains the property of the county.


10. Is assistive technology required under Section 504 of the Rehabilitation Act of 1973?

Students who do not qualify for special education under IDEA but who are determined "handicapped" under Section 504 of the Rehabilitation Act of 1973, are eligible for appropriate accommodations. Section 504 provides that:


"No otherwise qualified handicapped individual in the united States, as defined in Section 706(8) of this title, shall solely by reason of her or his handicap, be excluded from the participation in, be denied the benefit of, or be subjected to discrimination under any program or activity receiving Federal financial assistance or under any program or activity conducted by any Executive agency or by the United States Postal office."[29 U.S.C. sec 794, amended by Section 111(a)]


Section 504, which has a broader definition of who is a "handicapped" individual than the IDEA, also requires public schools to provide qualified 504 students with disabilities with a free appropriate public education and, in addition, insures that students with disabilities are afforded an equal opportunity to participate in school programs. An appropriate education under Section 504 is defined as "...the provision of regular or special education and related aids and services designed to meet the individual educational needs of handicapped persons as adequately as the needs of non-handicapped persons are met.... "(34 CFR 104.33, emphasis added).


For students eligible under Section 504, schools may need to make special arrangement so that these students have access to the full range of programs and activities offered. These special arrangements may include assistive technology devices and/or services and should be included in the student's accommodation plan.


11. What funding is available to support the provision of assistive technology devices, recommended by the Committee on Special Education/Committee on Preschool Special Education (CSE/CPSE)?

Funding which is currently available for special education, health services and other social services may be accessed to support the provision of assistive technology. The following information provides guidance on financial support in the preschool and school-age systems.


Preschool Children


Under the preschool system, an approved program would make available and be responsible for, in most situations, high and low assistive technology devices as part of its instructional program. These could include specialized chairs, computers, simple communication boards, auditory trainers, adapted toys or other "low tech" assistive technology devices that may be needed or used by more than one child in a program. These devices may be reimbursed as part of the tuition rate through the Department's current rate setting methodology. The Department expects approved programs to adhere to responsible standards of cost efficiency as promulgated in the Reimbursable Cost Manual. It is expected that approved preschool programs will provide all programs and services associated with the IEPs of children accepted into their program, including assistive technology devices and services. However, in cases where a child-specific assistive technology device is required that is not available in a preschool program, the following procedures apply:


• The county in which the child resides purchases or leases the device pursuant to the IEP. The county would follow appropriate county bidding procedures.

NOTE: It may be advantageous for counties to lease equipment so that they do not have to dispose of used equipment and so that equipment is covered by warranty and/or service contracts.


• The county submits costs to the Department on STAC-1 form, identifying the assistive technology device on the related service line of the form along with a copy of the purchase order or the lease agreement for the device or equipment.
• If equipment is partially reimbursed by third party insurance the county submits a claim for the net amount paid by the county on a STAC-1 requesting reimbursement for the balance of the total cost of the assistive technology device. Any Medicaid reimbursement for assistive technology would be recouped by New York State pursuant to Section 4410 using the Automated Voucher Listing Process.
• The State will reimburse the county a percentage of the costs pursuant to Section 4410 of the Education Law, as it does for any other preschool service or program. If a county purchases equipment, the county maintains ownership of the device which may be made available to other children with similar needs.
• When the preschool child becomes school age, the school district responsible for the child may purchase the remaining useful life of the device or equipment from the county, if such device continues to be required on the child's IEP developed by the Committee on Special Education (CSE) and is not otherwise available in the district. Otherwise, the device remains the property of the county and may be used again or disposed of by the county.
• Any revenue recovered by the county from a school district or as the result of disposal must be reported to the Department. The State and county would share in any recovered revenues equally.
• Counties should include installation costs, training and/or service contracts required as part of the cost of the assistive technology device.

School Age Children


• The school district programmatically responsible for the student purchases or leases the equipment required as specified on the IEP.
• The cost of such equipment (including maintenance and repairs) is the responsibility of the district. If appropriate, those costs could be considered in determining eligibility for high cost public excess cost aid.
• School districts may use excess cost aid and Federal flow through funds (P.L. and P.L..99-457) to fund assistive technology as appropriate.

NOTE: Any devices purchased with Federal funds are disqualified for Medicaid reimbursement.


• If a child transfers to another school district, the new district may purchase the remaining useful life of the device if the child's new IEP requires the use of the equipment and the new district does not have such a device available.
• The school district retains ownership of any device purchased. If appropriate, such equipment can be used for other children. Districts may sell used equipment.
• Districts should include installation costs, training and/or service contracts required as part of the cost of the assistive technology device.

The provision of assistive technology devices to school-age and preschool students may also be supported through:


• Third Party Reimbursement/Medicaid. School districts and counties pursuant to IDEA, can access third party reimbursement to pay for certain diagnostic and related services listed on a student's IEP. Since assistive technology devices, assistive technology services, or both must be provided at no cost to the parent, the use of parents' private insurance must be strictly voluntary. It is a violation of the right to a free appropriate public education (FAPE) to require that parents of a student with a disability use private insurance when it would result in a decrease in the available lifetime coverage, an increase in premiums and/or discontinuation of the policy. Therefore, the district must have fully informed consent of the parent before billing private insurance and may not require a student's parents to file a claim with a private insurance carrier as a condition for receipt of services.
• The school district/county is responsible for any required co-pay so that FAPE can be provided at no cost to the parent. In these instances, any assistive technology devices obtained belong to the individual student or student's family.
• The State Education Department and the Department of Social Services are reviewing standards to address the provision of assistive technology devices and/or services as Medicaid billable in the Preschool School Supportive Health Services Programs (PSSHSP) and the School Supportive Hea1th Services Program (SSHSP). Medicaid requirements will include a physician's prescription, proof of reasonable cost for audit purposes (verified bidding process) and an invoice accompanying billing.
• Medicaid will require the student/recipient to own the assistive technology device. Medicaid reimbursement for assistive technology devices should include initial installation of the device, initial training of the student professional staff and, when necessary, the parents in the use of the assistive technology device and a service contract for the device.
• Even with Medicaid reimbursement, districts will be allowed to factor the cost of assistive technology devices and/or services into high cost public excess cost aid.
• For equipment purchased by private insurance or reimbursed by Medicaid with mandated ownership by the family, districts and counties should be cognizant of purchaser/seller relationships specified in contract language for warranties, authorization for repairs and/or service contracts. A school district's responsibility to provide FAPE at no cost to parents does not change. Therefore, agreements should be negotiated with parents to access warranties and service contracts. Otherwise, repairs will be at district or county expense.

NOTE: determination of remaining useful life of assistive technology equipment can be calculate by:


• Following guidelines included in the New York State Education Department's Consolidated Fiscal Reporting Manual. If specific assistive technology devices are not included in Appendix P, the useful life of a similar item may be substituted.
• Utilizing a recognized formula for determining useful life that might be used by a Certified Public Accounting firm.

Please contact the Program Services Reimbursement Unit at the New York State Education Department at (518) 474-3227 for guidance.


12. What is the school district's responsibility to provide assistive technology devices and services for students with disabilities who attend a nonpublic school?

If a school district determines that a student with a disability requires an assistive technology device or service in order to receive a free appropriate education (FAPE), the district is responsible for the provision of such device or service if it is determined through the IEP process to be a part of a special education program, a related service or a supplementary aid or service required by the student.


Assistive technology devices may be provided at both sectarian and non-sectarian nonpublic schools. However, related services for nonpublic students with disabilities are generally provided in the public schools or in a neutral site. Since assistive technology services may not be practicable in a public school or neutral site if the assistive technology device is located in a sectarian nonpublic setting, school districts are advised to consult with their school board attorney to develop a district policy regarding the provision of special education services on site.


Special education and related services may be provided to students with disabilities on the premises of a sectarian nonpublic school only when such services are provided solely with Federal funds. No State and local tax levy funds may be expended for these purposes. It should be noted, however, that when local tax levy funds, distinct from Federal funds, are being expended by a public school district, diagnostic and evaluation services may be provided on the site of the sectarian school that the child attends.


13. Who is responsible for purchasing assistive technology devices for students with disabilities who attend approved private schools, State-supported or State-operated schools?

Many of these schools routinely provide assistive technology devices and services to meet the needs of the special populations they are designed to serve. When a child-specific device is not available at an approved private, State-operated/State-supported school, the CSE/CPSE is responsible for providing that device to individual students.


14. What role does BOCES play in the provision of assistive technology devices and/or services?

Although the provision of assistive technology devices and services is the school district's responsibility, BOCES are responsible for providing assistive technology services to students as part of their instructional program in programs administered by BOCES. School districts and BOCES should work collaboratively to plan and implement procedures to provide assistive technology in their region.


Some BOCES have established Assistive Technology Teams that assist school districts in the evaluation of students' assistive technology needs in areas such as computer access, augmentative communication, software options and environmental access. These teams also can provide training to students, staff and parents for successful implementation and integration of assistive technology into a student's program.


15. What technical assistance and training are available to assist districts in providing assistive technology devices and services?

1. The Technology Resources for Education (TRE) Center. Since 1989, the Department has funded the Technology Resources for Education (TRE) Center, a co-sponsored project of the Capital Region ßOCES and the Office for Special Education Services of the New York State Education Department. The TRE Center provides information, referrals, technical assistance, student assessments and training through coordination with the Special Education Training and Resource Centers (SETRC) and other personnel development networks. Targeted audiences include members of CSEs and CPSEs educators, parents and other service providers involved with students with disabilities.

For more information on these services, contact: Technology Resources for Education (TRE) Center Albany -Schoharie-Schenectady -Saratoga BOCES, Maywood School, 1979 Central Avenue, Albany, New York 12205. Telephone: (518) 456-9290 Bulletin Board System (BBS) Access: (518) 456- 9289 or (518) 456-9274.


2. The Office of Advocate for Persons with Disabilities TRAID (Technology Related Assistive Centers for Individuals with Disabilities) Project funds Regional TRAID Centers throughout the State. These centers provide technical assistance to individuals with disabilities and their family members. For more information on TRAID, contact:

New York State Office of Advocate for Persons with Disabilities

One Empire State Plaza, Suite 1001

Albany, NY 12223-1I50

1-800/522-4369 - (voice and TTY)

(518) 474-2825 - (voice)

(518) 473-4231 - (TTY)

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INFORMATION AND REFERRAL

I DON'T EVEN KNOW WHAT QUESTIONS TO ASK. HOW DO I GET STARTED?

As a parent of a child with special needs, or as an adult with a disability, you are an expert on the aspects of life that are difficult to learn or control. The best starting place is to make a list of the most difficult tasks, such as taking notes in class, remembering words while writing, reaching to shut off the lights or balancing a checkbook. These may be the areas that you choose to focus on when seeing if a computer or other assistive device can help you or your child. Next, make a list of strengths. By looking at the needs and the strengths, you will find it easier to choose the assistive technology -- low-tech aid, computer, software or adaptive device -- which will provide the most appropriate solution.

HOW CAN A COMPUTER HELP A PERSON WITH A DISABILITY?

Computers can help people by removing barriers. For a child who cannot use a pencil, the computer is a way to print a story. For an individual with limited speech, a computer is a means of self expression. For a group of children in a classroom, the computer is a social learning experience. For an adult with physical limitations, a computer can control the environment by opening doors, turning on the TV or the lights.

Computers take in data or information (input) and produce information (output) in a pre-designated format. Technology has progressed to the point that the methods of input and output can be customized to meet specific needs. In today's sophisticated world of technology, you only need to have reliable use of one part of your body to operate a computer -- for some that may only be the voice; for others, the touch of a switch. Output can be in print format, Braille or speech. When adaptations are achieved through the addition of other devices to the computer, these devices are known as peripherals or adaptive components. Adaptations can also be accomplished through software applications. The best way for an individual with a disability to find out how a computer can help is to get a "technology assessment"

WHAT TYPE OF COMPUTER SHOULD I GET?

A computer can be an invaluable tool to a person with special needs, but it is a substantial investment. A wise prospective consumer should explore many computer options before purchasing a machine for home, school or business use. A key element in selecting the right machine is to have a clear understanding of how it will be used. For example, will you use the computer for word processing, desktop publishing or language development? Once you have identified your objective, explore your software options, because not all software is compatible with all computers. You may also have to consider whether a specific adaptive device will be compatible with the computer you wish to purchase.

BEFORE YOU BUY: Questions to guide your purchasing decisions, whether for computers or other assistive devices.
*(Excerpted from NARIC Quarterly, Volume 3, Numbers 2 & 3)

• How well will the device enhance performance capabilities and how will it improve a living situation?
• How easy is the device to use? It is well-designed?
• How easy is the device to take care of? How much can be done at home?
• How affordable is the device to purchase, install, maintain and repair?
• Are there less expensive options that achieve the same goal?
• How reliable is the device? How often will it break down?
• How safe is the device? What safety features does it have?
• How durable is the device? How long will it last?
• How comfortable and attractive is the device?

WHERE CAN IF FIND OUT MORE INFORMATION?

One place to start is to contact one of the centers listed under "Information and Referral" in this guide. These agencies either specialize in information and referral services related to technology or are full-service centers. Exploring a technology demonstration center can be a fun experience for the whole family. Call one or more of the Tech centers listed in this guide and ask for their hours of operation, types of services and fees. When looking for computers, don't be afraid to go into a store and browse around. Many retailers will have demonstration computers with a variety of software packages and allow prospective customers to experience the power of a computer.

To get assistance with assistive technology via e-mail, call "WestNAT Online." Tom Gill and his staff at Southern Westchester BOCES will be happy to answer your questions or bring your concerns to WestNAT. Send your questions to "BdgG@aol.com,". Put "WestNAT" in the subject of the letter.

Attend a technology conference or trade show where all vendors come under one roof to demonstrate their products. Go to a bookstore or library and ask for one of the following magazines: "PC Novice, " "Electronic Learning," "Closing the Gap," "Kids and Computers," "Exceptional Parents," and "Inclusive Education Programs."

Call or write one of the national resources such as data banks, organizations, electronic bulletin boards, etc., which are listed in the "Appendix."

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ASSESSMENT

WHAT IS A TECHNOLOGY ASSESSMENT?

In order to determine which adaptations will be most suitable in assisting an individual with a disability, an assessment should be performed. The person conducting the assessment will analyze an individual's strengths and weaknesses in light of the specific tasks that need to be accomplished. The evaluator may need to include assessments made by one or more professionals such as seating or mobility specialists, speech, communication, occupational or physical therapists. Suggestions are then made regarding possible solutions, devices and programs. Ideally, the individual being assessed will be given the opportunity to try out each of the possibilities before any financial investment is made. Ease of use, portability, individual preferences and cost/benefit ratios are all issues that should be addressed in an assessment. Parents and other professionals, such as teachers, may also attend the assessment.

WHERE DO I GO FOR AN ASSESSMENT?

The guide lists assessment centers in the Westchester area, as of the winter of 1997

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TRAINING

HOW DO I LEARN TO USE A COMPUTER? WHAT PLACES GIVE LESSONS TO PEOPLE WITH DISABILITIES?

There are a variety of schools, colleges and agencies that provide computer training to special groups or to the general public. Adult and continuing Education Programs in local school districts, BOCES and colleges offer training in how to use computers and courses on specific software programs. Agencies which focus on people with disabilities and provide training for individuals with special needs are listed in this guide. For children with disabilities, aged 3-21, training is the responsibility of the local district, if it is included in the child's Individualized Education Plan.

HOW DO I FIND OUT WHICH IS THE BEST SPECIAL EDUCATION SOFTWARE?

The answer to this question is very subjective -- the software for you is the one which works best for your own situation. Since there are many excellent publishers of software, you must start off by asking the question, "What do I want to do with the software?" Other considerations in evaluating software are price, ease of use, ability to customize, friendliness, compatibility with the hardware (computer system) you have available and whether the program presents information in an interesting and attractive format. Some software is in the public domain and is free upon request and some libraries have software available for loan. You can get information on these software sources by calling one of the agencies or centers listed under "Information and Referral."

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FUNDING

WHO WILL PAY FOR THE ASSESSMENT?

At the present time, there are few easy answers to the question of who will pay. Payment may depend on age or disability. Funding for infants up to age two is through the Westchester County Department of Health. Technology and services for infants and toddlers may be included under the early intervention Individualized Family Service Plan (IFSP). The Early Periodic Screening, Diagnosis and Treatment Program (EPSDT) provides third-party funding for services and devices for children who qualify. Under the Individuals with Disabilities Education ACT (IDEA), children with disabilities, aged 3-21, are entitled to a determination by the local school district as to whether assistive technology would be appropriate. This is not to say that all children with disabilities are entitled to an assessment. At this point, although there is a federal mandate, it has not been interpreted or spelled out in local regulations. However, school districts must develop criteria for determining who receives an assistive technology assessment at district cost.

For adults, Vocational and Education Services for Individuals with Disabilities (VESID) or the NYS Commission for the Blind and Visually Handicapped (CBVH) are potential sources for funding for assessments in support of vocational goals. However, these agencies also have eligibility criteria that would be considered for adults. In some instances, private health or accident insurance or Medicaid may fund all or part of the assessment costs.

HOW CAN AN INDIVIDUAL WITH A DISABILITY OBTAIN FUNDING FOR EQUIPMENT AND TRAINING?

There is no clearly defined source of funding for equipment which covers all situations. Availability of funds for equipment and/or training may depend upon age and disability. Insurance may cover some of these costs, depending upon the policy, the diagnosis and the use.

For school-aged children (3-21), equipment and training must be provided by the school district if it included in the child's Individualized Education Plan. (IEP). This may also include use of the equipment at home. Equipment may also be funded through a Medicaid waiver program, Physically Handicapped Children's Program of the Department of Health (PHCP), Medicaid, private insurance, or the Commission for the Blind and Visually Handicapped for eligible children.

For adults, VESID and CBVH are potential sources for funding, as are Medicaid, private insurance, veterans benefits or private employers, who are responsible for "reasonable accommodation" under the Americans with Disabilities Act. The New York State Department of Social Services provides low interest loans from the Equipment Loan Fund for the Disabled. other possible sources of funding are discount and loan plans developed by some manufacturers and public agencies; equipment exchanges and short-term loan programs. Local philanthropic or service organizations will sometimes purchase equipment for specific individuals. Since it is not a simple process, you must make inquiries about funding sources before making a financial commitment.

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WHAT ARE MY RIGHTS?

Rights and entitlements will vary depending on age, disability and financial need. At this time in New York State, the Department of Health is responsible for assistive technology for infants through the age of two, when appropriate. Then, for students with disabilities, age 3-21, the local school districts are responsible. A determination should be made for each child with a disability, whether or not assistive technology is indicated. In the instances where assistive technology devices or services are indicated, the local school district is responsible for seeing that services are delivered. These rights are conveyed under the Individuals with Disabilities Education Act (IDEA) (P.L. 101-476, Part B and Section 619).

For adults, the Americans with Disabilities Act provides protection against discrimination in employment, transportation, places of public accommodation and communications. Employers are responsible for making "reasonable accommodation" for employees with disabilities unless such accommodation shall cause "undue hardship" to the employer. Reasonable accommodations could include provision of assistive technology devices and services. If people experience difficulties, they may file a grievance with the U.S. Equal Employment Opportunity Commission by calling (800) 699-3362 or (800) 699-3302 (TT).

Adults may also be able to receive an assessment or assistive technology through the sponsorship of VESID or the CBVH if it is part of the Individual Written Rehabilitation Plan (IWRP) and if they are financially eligible. If people have difficulty obtaining the services of VESID or CBVH, or disagree with a counselor's recommendation, they may appeal through the Client Assistance program, a program administered by Westchester Independent Living Center, Inc. (WILC) The WILC telephone number is (914) 682-3926 or (914) 682-0926 (TT).

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FACTS ABOUT ASSISTIVE TECHNOLOGY AND THE INDIVIDUALIZED EDUCATION PLAN (IEP)

• Assistive technology needs must be considered along with the child's other education needs.
• Needs for technology must be identified on an individual basis.
• Identification of technology need must involve family members and a multi-disciplinary team.
• Parents or IEP team members can ask for additional evaluation or an independent evaluation to determine assistive technology needs.
• When an evaluation is being conducted, consider:

1. mobility
2. finemotor skills
3. communication
4. alternatives to traditional learning approaches



• Lack of availability of equipment or cost alone cannot be used as an excuse for denying an assistive technology service.
• If included in the IEP, assistive technology services and devices must be provided at no cost to the family.
• Parents always have the right to appeal if assistive technology services are denied.