FAQ – AT for Infants and Young Children
Contents
1. Busy Box Kit Busy Box Traffic Light Calendar Box Cap Switch CheapTalk 4 CheapTalk 8 Cochlear Implants Resource Kit Compartment Communicator with Speech 3 Compartments Communiclock Cued Speech Dial Scan El Adapted Toy Start Up Kit Environmental Control Unit Eye Brow Wrinkle Switch Eye Talk Eye Gaze Board Go Talk Grip Switch 15 Hawk Hawk Black Hawk Hawk Super Hawk Hawk Super Hawk Six Hip Talk 1 Message Hip Talk 4 Message Hip Talk 10 Message Hip Talk 16 Message InfraRed Sound Touch Switch Intellikeys Apple Mac Intellikeys IBM Intellikeys IMac Introduction to Auditory Verbal for Early Intervention Resource Kit Italk2 Communication Aid Jelly Bean Switch Jelly Bean amp Big Red Switches Jelly Bean Switch amp Holder Language Enrichment Activities Program Learning by LEAPS and Bounds Language for Learning Large Target Area Switch Kit Leaf Switch Light Touch Switch Lighted Plate Switch Light Pressure Switch Kit Macaw Message Mate 20 Message Mate 40 Mini Message Mate Mini Rocking Lever Switch Mounting Switch Cheek Switch Object Stand Communication Board One Step Communicator Overview of Communication Approaches Resource Kit P Switch Pinch Switch Plate Switch Pocket Talker 5 Pocket Talker 15 Powerlink Pull Switch Say It Rocking Switch Plate Scanning Ultra 4 Sensor Switch Small Target Area Switch Kit Soft Red Switch Step by S2. device AT may be expensive and children s needs vary greatly so it is important to make sure the features of the device meet the child s needs and actually promote participation in activities and routines when used by the child Only devices that promote children s participation in activities and routines should be purchased The Department of Public Welfare and the Department of Education in Pennsylvania have provided funding to make available short term loan equipment and resource materials to teachers or therapists This equipment may be borrowed for any child from age birth through 21 for 6 weeks at a time An equipment listing an AT database for equipment descriptions and the form for borrowing equipment through the short term loan program are available on the PaTTAN website or by calling 800 360 7282 ext 3505 Pennsylvania s AT Lending Library 800 204 PIAT lends devices to people of all ages and needs across the Commonwealth Access their website Http www temple edu instituteondisabilities atlend for further information The website includes a catalog of available devices instructions for how to borrow and information about training opportunities Where do I start once I borrow a device e Look at the child s daily activities and routines Begin trying the equipment during a favorite motivating activity or routine For some kids this may be sharing a book with a parent teacher or sibling For others it may be taking a b
3. mostly simple programs that cause colors sounds pictures or other stimuli to appear on the screen While most need keyboard input some of the programs also foster mouse use Try it http www computotgames com keyboard html is a similar site worth checking out http disabilities temple edu atlend Learn about Pennsylvania s Assistive Technology Lending Library and how any Pennsylvanian with a disability can borrow a device to try before you buy FREE Requests to borrow a device can be made by consumers family members 12 providers and even students who want to enhance their familiarity and competency with a particular system Link to copies of the Newsletter to learn more about the AAC devices in the Lending Library or move through the inventory to the manufacturers website Down loadable forms are available on the website for 1 requesting the loan of a device or 2 making suggestions for items not in the inventory www projectparticipate org Project Participate provides families educators administrators and therapists with simple strategies to increase the active participation of children with disabilities There are several pages on Gadgets amp Gizmos that present inexpensive do it yourself solutions for reading e g turning pages writing e g drawing with markers play and home http do2learn com Free Picture symbol sets and blank grids and schedule forms including math alignment
4. or drink she wanted by pointing to pictures provided by the E I team All of these adaptations are considered AT and in this case their use allowed Trisha to learn to eat and communicate during family mealtimes What is the difference between an adaptation and AT AT devices are forms of adaptation that allow a child to participate fully in an activity or routine Adaptations are made to address situations in a child s environment as well to promote a child s participation For example when a child care teacher re arranges a classroom so that a child who is in a wheelchair can get around easily the environment has been adapted to promote independence Another example of an adaptation is moving a computer monitor to eye level for a child who is in adapted seating What is the difference between high tech and low tech AT High and low tech are terms used to describe AT devices These terms describe devices that range from simple low tech to more complex high tech devices Low tech AT devices involve the use of simple external materials to allow the child to perform tasks and participate in activities Low tech devices may include objects symbols pictures mounted on a communication board or even a digitized speech output device that may be used to communicate pencil grips adapted writing instruments and feeding utensils switch activated toys dycem to keep a bowl or writing paper from slipping etc etc High tech devices are special
5. who are understandable only to one or a small number of people it may become frustrating when other people don t easily understand It is important for children to be successful at talking with people who are not familiar so they can expand their circles of friends and acquaintances and will be able to communicate with others The use of AAC may help prevent or limit behavior problems and frustration while natural speech skills are developing Both professionals and families often wonder about using AAC devices that have symbols representing the messages when they don t think that children know what the symbols mean There are many ways to represent communication messages on an AAC device Objects photographs symbols or written words may be used The choice of which is appropriate for a given child is made depending on factors such as the child s motor cognitive and visual skills As you begin to use AAC however it is not necessary to spend time teaching a child the meaning of the representation system symbols photographs etc you have chosen The child should learn to associate meaning with the symbols as she uses the messages and sees how that use impacts on the behavior of the people around her For example the child uses a message on a communication device to ask for a cookie and she gets one she will start to associate that message with getting a cookie Learning the meaning of the symbols or whichever representation system may b
6. Pennsylvania Training and Technical Assistance Network Pennsylvania Department of Education Pennsylvania Department of Public Welfare Assistive Technology Resource Pack for Early Intervention Families and Professionals Frequently Asked Questions Revised December 2003 6340 Flank Drive Suite 600 Harrisburg PA 17112 2764 717 541 4960 e Toll Free 800 360 7282 e Fax 717 541 4968 e TTY 800 654 5984 e www pattan k12 pa us 3190 William Pitt Way Pittsburgh PA 15238 200 Anderson Road King of Prussia PA 19406 1904 412 826 2336 Toll Free 800 446 5607 610 265 7321 Toll Free 800 441 3215 Fax 412 826 1964 TTY 724 443 0671 Fax 610 265 5737 TTY 610 768 9723 Assistive Technology Resource Pack for Early Intervention Families and Professionals Frequently Asked Questions about Assistive Technology Table of Contents Whatis Assistive Technology ssi s ecosscnvvceiaveussdnaddatentetectaldessavenestentiouen aE 3 What are some examples of Assistive Technology ssesessesssssresseesssssresserssssees 3 When should AT be considered for a young child in early intervention 4 What is the difference between an adaptation and AT eeceeesseeeeeseeeeeeneeeees 4 What is the difference between high tech and low tech AT ceccceeeesteeeeees 4 What IS AACE ennie ates aces T A EEEE e act aaetees des 5 Will using AAC with a child keep a child from learning to talk we 5 A child might benefit from an AT device Where d
7. ammed messages that talks for a child with limited verbal communication e adaptations such as switches touch screens trackballs alternate keyboards or other ways to allow a child to access a computer to use game or preschool learning software programs When should AT be considered for a young child in early intervention AT can promote children s participation in family activities and routines The professionals should work with the family and child to identify the activities and routines that families do or would like to do with their children They should discuss how children participate in those activities and routines and what families feel that their children are learning Often AT can help a child participate more fully in the activity routine or the activity itself may provide a context for learning For example Trisha s family said that Trisha participated in mealtimes and that they felt that was important because she was learning how to eat and socialize with her family Trisha was able to finger feed but was not using a spoon so her mother fed her while eating her own meal The Early Intervention E I team suggested a non slip surface so that her plate would not move around when she was trying to scoop and provided her with a special plate that made scooping easier Trisha was able to hold the spoon for longer times when the team suggested using Velcro to hold it onto her hand She was also able to make choices about which food
8. and identified on an individual basis As with any service families have the right to due process if AT services that a family may see as necessary are denied What are some examples of Assistive Technology The following is a list of some AT examples however it is not a complete listing e switches and adapted interfaces that can be used to adapt a toy to allow a child to activate the toy and play by themselves or with other toddlers e off the shelf feeding utensils bowls plates that allow a particular child to eat independently e toys that have been specially selected from those available at a local toy store or have been adapted for switch use modified by adding Velcro magnets or other adaptations e paper towel rolls rolled up towels or foam rubber that when placed in a stroller allows a child to sit safely so that they can go on walks in their neighborhood or at the mall e specially selected and adapted chair that allows a child to sit and play eat or participate in other activities and routines at home and in community settings such as child care e pictures cut out from magazines and pasted on a board so that a child can make choices to communicate wants and needs at home and in community settings such as child care e Big Mac or other type of switch device that when programmed allows a child to touch the switch to speak simple words and phrases at home e specially purchased and programmed communication device with several progr
9. ath Regardless of the activity chosen it is important to keep a record of where the device has been tried and how it worked within the activity or routine Be sure to note what features of the device worked well and which ones did not Please however don t give up after only a few trials with the device It may take the full 6 weeks of a trial period or longer to determine if the device will be useful and to understand the circumstances where it is helpful or not helpful for the child e Ifthe device does not seem to be an effective way of increasing a child s participation in activities and routines or in some activities and routines borrow something else and try again Be sure to try the device at various times of the day and in different activities throughout the day e Many children may need more than one device to participate fully in all activities and routines For example a child may be able to communicate during storytime using a high tech communication device but when going to bed at night it may work more effectively for a child to use a simple switch activated voice output to say goodnight or I love you Similarly a child may use a picture communication board during school activities but a switch operated voice output device may work better when riding in a car How is AT documented on a child s IFSP or IEP e Specific AT devices should not be listed on the IEP IFSP instead the IEP IFSP should include stateme
10. ch Latch Timer Battery Adapter 14 to 1 8 adapter Light Pressure Switch Kit This includes Switches Touch Switch Leaf Switch Green plate switch Easy Action Hand Switch Green Soft Switch Ellipse 3 Switch Toy Lovely Puppy Fan Other 1 8 to 14 adapter
11. d and are grouped by age e g beginners ages 2 5 and general topic and the index is searchable Kids Domain also includes icons and graphics for both PC and Mac that can be used for a variety of activities http www assistivetech net This comprehensive searchable site has an exhaustive list of assistive devices and descriptions of their key components www lburkhart com handouts htm While the entire Linda Burkhart site is well worth exploring this page serves as an index for Make it Yourself directions and workshop handouts including Make Your Own Talking Switch Make a Mouse House and Computer Play Using Computers with Young Children and What We Are Learning about Early Learners and Augmentative Communication and Assistive Technology You will find other pages related to Simplified Technology for Children with Disabilities on the site http cosmos buffalo edu letsplay Visit the products section of this informative website to find pdf booklets and one page idea sheets on emphasizing play with infants and toddlers Learn about battery operated toys and games and how to select and use switches for play and communication purposes in a variety of environments Explore computer play software and adaptive peripherals that help young children participate independently http www kidsfreeware com fun toddlers_bangers html This site features free downloadable software consisting of
12. e appropriate for the child will happen because of the immediate feedback she is given as she uses the symbol to communicate A child in my early intervention program might benefit from an AT device but we re not exactly sure what he needs Where do we start The child s team including the parent s and others who are on the IFSP or IEP team should look at how a child participates in each activity or daily routine to identify what the child is able to do currently and what circumstances are preventing or limiting a child s full participation in each activity and routine For example a team identified that Samuel was unable to communicate with the teachers and with other children in his child care program during any activity Communication was required for participation in many of the child care activities including storytime where the teacher generally read a story to the children and then asked them to questions such as what do you think happened next or how do you think Jamie felt when the dog ran away Samuel was unable to respond to these questions and participate because of limited verbal expression The team wondered if a communication device would allow Samuel to participate during storytime and other activities Simple low tech ideas should be tried first Since Samuel was unable to communicate easily by talking a simple picture board and a single switch with voice output were tried before considering a high tech communicat
13. heck out early on with if you have questions or are considering assessment for AAC with a young child Very down to earth and user friendly http tnt asu edu TotsNTech the website for a national research program about AT includes information about adaptations and devices for infants and toddlers resource information and links to many useful sites http nectas unc edu National Early Childhood Technical Assistance Center NECTAC has extensive resources for states and systems about AT with young children Abstracted bibliographies links to federally funded projects about AT with infants and toddlers and copies of state resource materials may be accessed by using the pull down topical menu and selecting AT http www ataccess org resources wcp endefault html We Can Play part of the Alliance for Technology Access website presents twenty different activity ideas to use with children of all abilities This resource includes directions on adapting a battery operated toy and links to other web resources and books about play The site also offers information in Spanish http www ablenetinc com ideas archive_index html While this site primarily features devices sold by Ablenet there are many good ideas on incorporating switches and switch activated devices into fun activities for preschool and younger children e g participating in making brownies http www afb org infant asp This website presents an electronic versio
14. in 1 2 and full page sizes Instructions for developing pictorial schedules story strips etc are http dgl microsoft com This website is Design Gallery Live from Microsoft It is absolutely full of pictures of all types For example there were 11 pages of wheelchair pictures and 84 pages of occupation pictures when a find was done on those two words http www ditto com This website is a visual search engine it contains an extremely large number of pictures for most topics www abledata com Abledata Information publications and an online database of AT 1 800 227 0216 www afb org American Foundation for the Blind family resource materials for individuals who are blind or visually impaired 1 800 232 5463 www closingthegap com Closing the Gap information newspaper annual national conference 1 507 248 3294 13 PaTTAN Short Term Loan Program Any school district early intervention program can participate in the PaTTAN Short Term Loan Program To borrow a Short Term Loan STL Kit complete the Request Form and mail email form is available on the website at www pattan k12 pa us or fax the request form to the Pennsylvania Training and Technical Assistance Network PaTTAN the address and fax number can be found on the form To receive assistance in determining the STL kit you want to try contact the Assistive technology consultant at your local intermediate unit consultant directory attached The
15. ion device But in Samuel s situation the team determined that these low tech solutions did not provide sufficient opportunities for him to fully participate in ALL activities in the child care program When low tech devices do not sufficiently address the limitation to the child s full participation in an activity or routine the team should observe the child to determine what features of high tech AT are needed to sufficiently mediate or address the limitations to participation For example if a child were unable to communicate verbally and also had vision difficulties the AT device being considered needs to be one that will accommodate for vision difficulties while facilitating the child s communication The team can then look for or create an AT device that will allow the child to communicate by touching symbols or objects If the team is not familiar with the types of AT that are available resources are identified later in this document to help teams identify and explore options for AT Who is a candidate for AT and what can I do to begin the assessment process A child should be considered a candidate for an AT device when the child is unable to perform activities including communication exchanges that typical peers are doing and his or her inability to perform these skills is negatively impacting on participation in activities and routines Once an AT device is being considered for a child the child s IEP IFSP team begins an o
16. ized and are usually marketed through specialized catalogues that are generally distributed to professionals High tech devices may be expensive and often require specific knowledge and training to make appropriate selection decisions and to allow effective ongoing use Whether high tech or low tech devices are being considered for a child the most important thing is to work as a team to assess the child for assistive technology considering such factors as routine tasks that need to be done in all the environments the child may be in throughout the day communication needs that are currently not being met the physical and cognitive skills and interests of the child and the wishes of family members What is AAC AAC is any device system or method that improves the ability of a child with a communication impairment to communicate effectively AAC stands for augmentative and alternative communication and is generally used to refer to communication devices such as communication boards voice output communication aids VOCAs or to communication systems such as sign language AAC may also refer to communication such as facial expressions vocalizations or idiosyncratic gestures AAC is used when a child does not develop communication in a typical fashion or experiences a significant delay in language development An AAC device or system is not merely a substitute for how the child is currently communicating Ideally an AAC system includes more tha
17. n of a recently published guide describing toys especially for children who are blind or with low vision although there are 11 some for other special needs Most of the toys are available through generic toy stores There is a special section highlighting infant preschool In addition to pictures and pricing information general considerations in toy selection are described http www 2 edc org NCIP library ec Power_1 htm This URL will take you to a resource in the Library of the website for the National Center to Improve Practice in Special Education Through Technology Media and Materials NCIP Baby Power a guide for families for using AT with their Infants and toddlers was written by Patsy Pierce Ph D from the Center for Literacy and Disabilities Studies University of North Carolina Chapters include Parent Professional Partnerships in Early Intervention with a focus towards the consideration of AT evaluation as well as function specific topics seating and positioning communication http www switchintime com FreeStuff html Free single switch software for Macintosh only This site makes available the following titles CDJuke Box Scan n Read Single Switch Bingo ClickIt Collection and SwitchHitter www kidsdomain com This site contains recommended software downloads for both PC and Mac including shareware inexpensive usually between 10 15 freeware and demos Programs are clearly describe
18. n one mode of communication with the child using whichever is the most efficient given the activity routine in which the child is participating and the people who are involved in the setting Very often one of the modes of communication in an AAC system includes the use of some natural speech If I begin to use AAC with a child will that keep the child from learning to talk Research has shown that the use of a language board or other AAC device or system e g sign language does not interfere with the development of speech In fact it has been shown that the use of AAC actually may result in an improvement in speech and that a child using AAC may develop speech more quickly than he would otherwise AAC allows the child to experience the power of successful communication and often motivates him to communicate more Also devices that have vocal output that is they produce a spoken message provide a consistent speech model for the child to imitate and may help him to learn to say his words more clearly The use of a device may give him the support he needs to begin to develop natural speech if that is possible for the child If a child has a communication impairment that prevents speech from developing normally consideration should be given to the use of AAC Sometimes children s communication skills are good enough to be understandable by a few people like a parent teacher or someone who spends a lot of time with the child For children
19. ngoing process of assessment It is important to note that assessment is a process that takes place over a period of time includes observation within the child and family s typical activities and routines and should involve all relevant team members including the family The assessment process should focus on the child s strengths and needs as they assess for AT The team should not start the assessment process with a focus on a particular device but should concentrate on matching features of devices to the child s strengths and needs This helps ensure that a child will receive the type s of AT that will work most effectively to promote the child s participation in activities and routines is appropriate for their physical or developmental needs and addresses any family needs and priorities Information collected during the assessment process should include e documentation of AT tried with the child and family including low and high tech devices and the results of each of the trials Both PaTTAN and Pennsylvania s Assistive Technology Lending Library operate short term loan programs to facilitate the trial usage of AT Information about how to borrow from these programs can be found at the end of the FAQs e an implementation plan for how the device will be integrated into the routines and activities in which the child family participate e team participation including the family in the selection and use of the AT device and family inv
20. nts reflecting the child s needs and the features of the AT devices ranging from low to high technology that will assist the child in meeting those needs e The features of the AT device may be listed as part of the intervention strategy the specially designed instruction or the means for the child to obtain a goal or outcome not as a goal to be accomplished It is important to document how and when the child uses the assistive technology For more detailed guidance on including AT in the IEP please refer to the PaTTAN publication Assistive Technology in the IEP It is available on the PaTTAN website under Publications in the Assistive Technology section Once it is determined that a particular device s is appropriate for a child how is that device purchased for the child Who pays for the device If included on the IEP IFSP AT must be provided at no cost to the family In some instances however the team should also explore ways to fund the device by other sources For further information on alternate funding sources such as Medical Assistance private insurance charitable or private sources of funding family driven funds or other community or state funding possibilities please refer to the PaTTAN publication Assistive Technology Acquisition in Pennsylvania It is available on the PaTTAN website under Publications in the Assistive Technology section What is the AT Expo Each year usually in late fall PATTAN sponsors an AT Expo a
21. o We start 0 0 ceeeeeeeeeeeeees 6 Who is a candidate for AT and how do I assess cccsccceesseceeesteceeeeneeeeenteeeeees 6 Who can help with Assistive Technology c ccccssecesssececeeeeeceeneeceesneeeeeeneeeeeaes 7 Do we have to purchase a device to try it sesssssssssssssseessesesssresseesssseesseresssresseee 7 Where do we start once I borrow a deViC 0 eee eeeeeeesseceececsteeeeacecesaceeeaeeceseeees 8 How is AT documented on a child s IFSP or TEP 00 0 eeceeceeeseeceeeseeeeeeeeeeeenes 8 HOW Isthe device purehascd T cosicias anecssencesssasbacs cies saessaheobesanct at awcoaahenes aan i 9 W lal ts atthe ATER seach edaacea e tenance ee E a Ea a EEA 9 Where can I get additional training eseesseeeseseessesessseesseressseresseessssresseresssresseee 9 Appendices Assistive Technology Print Resources ssesesessessesessseesseressseessseeesssresseressseesseee 10 Website ROSOUICES moseri rriar a e E tas eae EE oan 11 PaTrAN Short Term Loan vo eona E EE AER ead RES 14 List of Early Intervention Kits ssseeesseesssesessserssesessseresseresssresseressseessereessreessrees 15 Examples of Early Intervention Kits ccsccssssccsceseeescsencscsssnrasceseesssenecsens 17 What is Assistive Technology Assistive technology can be devices and services Device Any item piece of equipment or product system whether acquired commercially off the shelf modified or customized that is used to increa
22. olvement in the training process The child s IFSP IEP team makes a decision concerning the selection of AT device s A plan is developed by the child s team for obtaining the AT device needed Who can help with Assistive Technology The child s IFSP or IEP team often need the additional expertise of individuals with specific information such as information about available devices ways of teaching a child to use a device effectively or obtaining devices In Pennsylvania the following people are available to support the child s IFSP or IEP team e The AT Consultant at each Intermediate Unit acts as a local resource person for AT The listing of these individuals is provided at the end of this document or may be obtained from the Pennsylvania Training and Technical Assistance Network PaTTAN website see website listing in this publication or by calling 1 800 360 7282 within PA e Early Intervention Technical Assistance EITA Pennsylvania Training and Technical Assistance Network PaTTAN consultants can provide assistance during the assessment process e A local early intervention preschool provider who has training in AT devices and procedures will be able to provide assistance also Once we have some ideas for AT devices that may work with a child do we have to purchase a device in order to try it with the child No you do not have to purchase the device In fact you should always try devices with a child before you purchase the
23. rch G and Glennen S 1992 Handbook of Assistive Technology San Diego CA Singular Publishing Elder Pamela S Goossens Carol and Sapp Crain Sharon Communication Displays for Engineered Preschool Environments Book 1 Book II Solana Beach CA Mayer Johnson Co 1994 Light J and Binger C 1998 Building Communicative Competence with Individuals who Use Augmentive and Alternative Communication Baltimore MD Paul Brookes Publishing Reichle J York J and Sigafoos J 1991 Implementing Augmentative and Alternative Communication Strategies for Learners with Severe Disabilities Baltimore MD Paul Brookes Publishing 10 Website Resources Websites Young Children and Assistive Technology http www pattan k12 pa us Find a treasure trove of Pennsylvania specific information regarding early intervention and access to assistive technology for Pennsylvanians birth 21 Learn about PaTTAN sponsored training events and link to information about PaTTAN s equipment short term loan program The newest feature on the site is search capability that quickly lets you find out whether the product you are interested in is a part of the PATTAN equipment inventory http aac unl edu yaack Augmentative and Alternative Communication Connecting Young Kids YAACK deals with issues related to AAC and young children This site is full of great information and strategies for getting started with AAC This is a great site to c
24. requested STL kit will be shipped to you as soon as it becomes available STL kits are typically available for six weeks but the length of the loan may be customized based on the individual s needs All STL kits are shipped via UPS in mailing cases shipping envelopes or cardboard boxes Keep all shipping materials for return shipment to the PaTTAN Short Term Loan Program When the STL kit arrives NOTE THE DUE DATE ON FLUORESCENT PAPER AND verify that the contents match the inventory sheet Immediately contact the Short Term Loan Program if concerns arise To inquire about the possibility of extending the loan contact the Short Term Loan department NO LATER than one week prior to the due date The day before the due date repack the STL kit Once again VERIFY THAT THE CONTENTS MATCH THE INVENTORY SHEET Return the STL kit to the place where UPS dropped it off originally UPS will pick up the TL kit at the delivery location there are no exceptions If UPS does not pick up the kit within five days of the due date please contact the Short Term Loan Program immediately at 800 360 7282 14 Early Intervention Kits available from PaTTAN short term loan For a more detailed list of available kits check website www pattan k12 pa us short term loan All Turn It Spinner Auditory Oral for Early Intervention Resource Kit Big Mack Switch Bilingual Bicultural Resource Kit Buddy Button Switch Busy Box Finger Isolation Busy Box
25. se maintain or improve the functional capabilities of individuals with disabilities Services Any service that directly assists a child with the disability in the selection acquisition or use of an assistive technology device Assistive technology AT is sometimes seen as only meaning a device such as a communication system that is expensive and difficult to obtain and use or something that a child may not be needed by a child who is under three years of age But high tech complex AT devices represent only a small portion of the assistive technology that may be used to help infants and toddlers to participate in activities and routines in their homes and in community settings An object or symbol used by a child to ask for more Velcro placed on a toy so that a child can easily grasp and play with the toy or using a non slip surface such as dycem are all considered AT For infants and toddlers with disabilities AT has been defined as a tool that allows them to engage in everyday activities that promote development AT is included as a service in the Individuals with Disabilities Education Act Amendments of 1997 IDEA under PL 105 119 Part C and the Pennsylvania Early Intervention Services System Act Pennsylvania Act 212 1990 AT must be considered along with the child s other developmental educational therapeutic and social service needs In addition each child s need for AT services and devices must be evaluated
26. t multiple locations across the state At the Expo there is a wide variety of assistive technology on display and manufacturer s representatives are available to answer questions about the equipment It is an excellent way to get ideas about what is available and what to try with a child with disabilities Information about dates and location of the Expo is available on the PaTTAN website www pattan k12 pa us Where can I get additional training The child s IFSP TEP team including the family may receive training and technical assistance on the equipment through the local intermediate unit AT consultant PaTTAN Early Intervention Technical Assistance or other local sources Training on how to operate specific high tech devices is provided by manufacturers of the systems Contact your local AT consultant at the intermediate unit for more information General training on AT is provided also through each I U and can be arranged for birth to three programs through the County MH MR early intervention coordinator Assistive Technology Print Resources PaTTAN Publications available on the PaT TAN website Assistive Technology Acquisition in PA Assistive Technology in the IEP this publication does not directly address IFSP preschool issues but has practical info that would be helpful to all Commonly Used Switches and Switch Interfaces Digitized Speech Communication Systems Input Processing Output Features Other publications Chu
27. tep Communicator Switch Latch Kit Switch Latch Timer Kit Taction Pad Switch Kit 16 TechFour 4 Locations TechTalk 8 Locations TechSpeak 32 Locations Texture Switch Small Texture Switch Medium Texture Switch Large Thumb Switch Tilt Switch Tongue Switch Total Communication Resource Kit TouchWindow Apple TouchWindow IMac TouchWindow Mac TouchWindow IBM TouchWindow for 17 Monitor USB Mac IBM TouchWindow for 17 Monitor IBM Tread Switch Talk Back 3 VoicePal Max Ultimate Switch Vibrating Plate Switch Voice Activated Switch Wobble Switch Examples of Early Intervention Kits These kits are made up of items that work together including switches toys adaptors and or switch latch timers 2 Switch Operation Kit This includes Switches Double Touch Switch 2 Jelly Bean Switches blue amp red 2 Bass Switches green amp blue Left Right Rocker Switch Toy Adapted Cooking Toy Other Switch Tester EI Adapted Toy Start Up Kit This includes Toys Happy Chorus Robbie Rabbit Toy Lovely Puppy Fan 3 Plate Busy Box Star Challenger Music Box Radio Switches String Switch Big Red Switch Green Bass Switch Blue Plate Switch Other to 1 8 adapter Powerlink 2 Powerlink 2 User s Manual 17 Switch Latch Timer Kit This includes Switches Black Jelly Bean Switch Read Bass Switch Toys Giraffe Ring Toss Game Bert amp Ernie Car Other Swit
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