Technology For Persons with Severe Disabilities

Abstract

Technological advances relevant to the needs of adaptations and technological devices, (b)persons with severe handicaps are emerging at a strategies for the selection, design, and use of rapid rate. These devices and adaptations have adaptations and technological devices, and (c) significant potential for enhancing oppor-an approach for incorporating technology into amities for integration, independence, and per-the integrated team planning process. Consonal choice for this group of individuals. This sideration is given to ethical and philosophical article discusses several critical issues related to issues that must guide the application of new the use of technology: (a) obstacles to the use of technological advances.Persons with severe and multiple disabilities frequendy have difficulty in learning activities that will enable maximal independence as adults. Impairments in vision, hearing, communication, and movement frequently become major obstacles in the absence of well-trained instructors, integrated input from related services personnel, and appropriate use of adaptations and technological devices (Campbell, in press; York, Nietupski, 8c Hamre-Nietupski, 1985). One approach to incorporating those students with the most significant handicaps into appropriate educational programs has been to use the principle of partial participation (Baumgart et al., 1982). Application of this principle assumes that some students will be unable to fully perform the wide variety of skills that make up a specific activity but that all will be able to perform at least one part of an activity. An adaptation inventory is conducted and yields possible individually designed adaptations or technological devices to allow student performance of specific components of a task. Adaptations may include: adapted materials, personal assistance, adapted skill sequences, adapted rules, and social/attitudinal adaptations (Baumgart et al., 1982). Technological devices may include: computer applications, electronic interfaces, videodiscs, augmentative communication devices, and microswitches (Esposito 8c Campbell, 1987; Hofmeister 8c Friedman, 1986).

Learning Disability and the Extended Mind

“…This becomes particularly important with respect to the use of assistive technologies in LD individuals. There is a similar distinction in LD research between "remedial" strategies and compensatory strategies to addressing learning difficulties (Garner and Campbell, 1987), the former of which attempt to directly address the individual's impairment and improve their ability to perform a particular task in the same way a non-disabled individual would, whereas the latter attempts to "circumvent" the impairment and help the individual perform a task using assistive technology. If we are to understand remedial strategies for LD as being analogous to restorative strategies in cognitive rehabilitation, the embedded mind thesis suggests that remedial strategies are the only way to truly enhance an LD individual's cognitive capabilities.…”

Family-Centered Assistive Technology Assessment

“…In designing family assessment instruments useful in planning technology-related services, it is important to recognize that the clarification of any professional terminology used in data collection is essential if family members are to be informed decision makers (Garner & Campbell, 1987; Issue Team on Technology for People with Disabilities, 1986; Office of Technology Assessment, 1982). Professionals often grow so accustomed to using sophisticated professional terminology that it becomes second nature to them.…”

User Perspectives on Assistive Technology in Educational Settings

“…Until recently, AT in educational settings, and research on these applications, focused on students having disabilities in only one area-physical, visual, or auditory impairment (Behrman & Lahm, 1984;Garner & Campbell, 1987;Hagen, 1984). Rapid advances in technology in general and more participation of students with disabilities in regular educational settings have led to increased interest in AT applications for students with severe cognitive and multiple disabilities (Locke & Mirenda, 1988;McGregor, Young, Gerak, Thomas, & Vogelsberg, 1992;Romski & Sevik, 1988).…”