3 Step AT Process
- Sam Shepherd
- Oct 15, 2024
- 6 min read
Overview
This article includes the 3 crucial steps to assistive technology, which are the following:
Step 1.) Identifying assistive technology (AT) needs
Step 2.) Acquiring assistive technology (AT)
Step 3.) Training to both use and maintain assistive technology (AT)
This article is intended to give every individual and family all of the necessary information and resources within the 3 Step AT Process.
Step 1: Identifying Assistive Technology (AT) Needs
Identifying assistive technology (AT) needs can vary in difficulty as the term is very broadened and defined as any object, tool, or device that supports someone in their daily life. With this definition, there are three general types of assistive technology [1]:
Low Tech
Typically inexpensive and not usually needing batteries or electricity as well as being very accessible and easy to get.
Examples include adaptive utensils (utensils with grips), phone holders, modified scissors, magnifiers
Mid Tech
May require a power source or batteries
Examples include audiobooks, calculators, digital recorders, wheelchairs
High Tech
Typically more expensive, but necessary for many.
Examples include screen readers, communication devices, tablets, powered wheelchairs
Strategies such as SETT can help identify in depth solutions for in depth needs in terms of assistive technology (AT). SETT stands for Student, Environment, Tasks, Tools; an evaluation process for addressing and discovering AT needs. There are many different areas in which assistive technology may be needed, such as school, day to day living, mobility, job assistance, so identifying the specific environment and scenarios for the need of AT is very important to make the AT as beneficial for the user as possible [2]. To further add, RESNA (Rehabilitation Engineering and Assistive Technology Society of North America) has defined the different categories of AT needs as follows [3]:
AAC (Augmentative and alternative communication)
Accessible transportation (public and private)
ADL (aids to daily living / activities of daily living)
Cognitive aids
Computer access
EADL (electronic aids to daily living)
Environmental aids
Learning and study aids
Recreation and leisure
Seating, positioning and mobility
Sensory (e.g. hearing, vision, physical) aids and accommodations
Vocational aids and accommodations
In each scenario of potential AT needs, consider each low, mid, and high tech, as the best solution may be more or less simplistic than originally expected.
Under the Assistive Technology Act of 2004, every state has an assistive technology program. The state AT programs can help families identify AT needs as well as offer free trials of AT, loans, and tutorials and trainings on using and maintaining AT; all of which vary in functionality and process by state [4]. You can access your state's program information by clicking here.
In addition, there is continual research and advancements occurring for AT, including AI and other advanced technologies that can be used to support autonomy, such as at home speech recognition devices, monitoring technologies, and more.
Here are related articles that may serve as a guide for learning more about potential areas in which AT may be needed for you or a loved one.
Step 2: Acquiring Assistive Technology (AT)
Once you have properly identified assistive technology (AT) needs, you will next need to figure out the way towards acquiring the AT that you need. There are numerous pathways to acquiring the AT, including the following:
Medicaid
State AT Programs
Schools
Nonprofit organizations
Out of pocket expenses
Medicaid
Medicaid coverages of assisstive technology (AT) will vary based on the state program as well as the AT need. For example, Arizona includes both disability and family caretaker as two areas of their eligibility. To find Medicaid information specific to your state, click here.
State AT Programs
As mentioned before, state AT programs can provide loans and free trials for AT, depending on the state and specific AT needed. In Arizona, they offer consultations, individual and group trainings, adaptive gaming support, both financial and usage loans, and more. You can click here to find your state’s information.
Schools
Not only is AT required under the Individuals with Disabilities Education Act (IDEA) to be available to students in need of it in a school setting, but schools must also include AT needs or potential AT needs in students' IEPs. To add, where AT is needed in schools, schools are also legally responsible for training the students, parents, and teachers to properly use the AT [5]. Furthermore, If a student doesn't qualify for having an IEP but does qualify under section 504, then they are also entitled to having their AT and accommodation needs met. Individuals and parents should make sure to check in with their school, if they haven't done so, to ensure that their AT needs are both addressed and met to its fullest.
Workplace
If you need AT in order to do your job, you may be able to be provided AT by your employer under the Americans with Disabilities Act (ADA) [6]. This would likely have to be work-specific AT that would only be used in the workplace or in a remote setting for a job. Talk to your employer if you think you may have work specific AT or accommodation needs that they should be providing.
Nonprofit Organizations
There are also nonprofits that provide free or reduced costing assistive technology. An example of this would be MakeGood, a nonprofit that specializes in design and offering free or reduced costing low tech AT. In addition, there are many state and local nonprofit organizations that also offer free or reduced costing assistive technology for various needs such as communication, mobility, special education, and more. If you need help finding information on the previous points, you may contact us at info@3da.org.
Out of Pocket Expenses
As of 2022, the World Health Organization identified that roughly 2/3s of AT users have to pay out of pocket for their devices, which is about 1 billion people across the globe [7]. This is the step that can hopefully be avoided and considered a last resort after exhausting all other options listed before. This not only adds to the larger conversation around accessible AT, but the accessible information regarding free or reduced AT is what we will continue to research and provide information on.
Step 3: Training to both use and maintain assistive technology (AT)
The final step is having proper training go both use assistive technology (AT). If you are not properly trained on both using and maintaining the AT that you acquire, then the costs and/or efforts associated with acquiring the AT will likely have a shortcoming, depending on the specific AT. This step is often forgotten, causing both physical and digital technologies to be left unused and/or not properly cared for. Not only is there a gap in training for AT users, but there is also a gap in training and education amongst health care professionals (HCPs), particularly in the use and knowledge of specific devices [8]. The lack of training and education for HCPs only heightens the overall issue in shortcomings for AT training, which is not only an extra obstacle for AT users to overcome, but can also be very costly if AT is bought and left unused or mistreated due to the lack of professional and personal training on said AT.
Not only is proper training essential, but having the person using the AT being involved in the design and implementation process is important so AT devices are less likely to end up unused. To add, a study from 2007 stated that roughly 35% of AT gets abandoned in the first three months [9].
AT is used from childhood through adulthood. Studies and trainings show that the earlier one is trained to use AT, the better. To read more about benefits of kids being trained on AT, click here. However, aging AT needs, new advanced technology, or awareness in AT all demonstrate that it's never too late to identify, acquire, and be trained to use AT.
As mentioned under the Identifying AT Needs section, State AT Programs can also help you in the process of being properly trained to use the specific AT that you need. This will vary by the state in which you reside in and can be accessed here.
Summary
Assistive technology (AT) is a necessity for many individuals with developmental disabilities. Identifying, acquiring, and training for AT needs is always going to be an important process for current and future AT users as well as their families to be informed on.
Sources:
[1]: “What Should Ms. Adelaide Know about Assistive Technology and How It Is Used by Students with Disabilities?” IRIS Center, iris.peabody.vanderbilt.edu/module/at/cresource/q1/p02/.
[2]: “What Is the Sett Framework?” Guide to Assistive Technology, 17 Aug. 2022, mn.gov/admin/at/learning/prek-12/sett-framework.jsp.
[3]: “ATP Exam Outline.” RESNA, www.resna.org/Certification/Assistive-Technology-Professional-ATP/ATP-Exam-Outline/ATP-Exam-Outline.
[4]: Public Law 108–364 108th Congress an Act, 25 Oct. 2004, ataporg.org/wp-content/uploads/docs/at-act-info/atact-law.pdf.
[5]: Polovoy , Carol. “Schools Must Include Assistive Technology in IEP, Says Department of Education .” ASHA, 5 Feb. 2024, leader.pubs.asha.org/do/10.1044/2024-0205-schools-assistive-tech/full/.
[6]: Leibs, Andrew. Ten Ways to Fund Assistive Technology Purchases, Harris Family Center of Disability and Health Policy, www.westernu.edu/mediafiles/cdihp/assistive-technology-funding-sources.pdf.
[7]: “Almost One Billion Children and Adults with Disabilities and Older Persons in Need of Assistive Technology Denied Access, According to New Report.” World Health Organization, World Health Organization, 16 May 2022, www.who.int/news/item/16-05-2022-almost-one-billion-children-and-adults-with-disabilities-and-older-persons-in-need-of-assistive-technology-denied-access--according-to-new-report.
[8]: Manship, Sharon, et al. “The experiences and perceptions of health-care professionals regarding Assistive Technology training: A systematic review.” Assistive Technology, vol. 36, no. 2, 3 July 2023, pp. 123–146, https://doi.org/10.1080/10400435.2023.2219294.
[9]: Rincon, MS, MBA, Antonio R. “Reducing Assistive Device Abandonment by Improving Design through Consilience and Technical, Social, and Medical Education.” RESNA, www.resna.org/sites/default/files/legacy/conference/proceedings/2007/StudentScientific/CAC/Rincon.html. Accessed 22 Oct. 2024.
