![PROVIDERS OF ASSISTIVE
TECHNOLOGY SERVICES
Assistive technology service providers help individuals with disabilities
acquire and use appropriate Assistive Technology (AT] to help them
participate in activities of daily living, employment and education.
There are few pre-service programs that provide degrees for assistive
technology service providers. Instead, the field consists of an
interdisciplinary group:
rehabilitation engineers
occupational therapists
physical therapists
speech-language pathologists,
Professional organizations for AT service providers include:
Rehabilitation Engineering and Assistive Technology Society of North America (RESNA)
Association for the Advancement of Assistive Technology in Europe (AAATE]
Australian Rehabilitation and Assistive Technology Association [ARATA]
Rehabilitation Engineering Society of Japan (RESJA).](https://image.slidesharecdn.com/presentation-141210165004-conversion-gate02/85/Presentation-2-320.jpg)
Presentation
- 1. ASSISTIVE TECHNOLOGY PRINCIPLES & PRACTICE Bradley Duncan APT 507
- 2. PROVIDERS OF ASSISTIVE TECHNOLOGY SERVICES Assistive technology service providers help individuals with disabilities acquire and use appropriate Assistive Technology (AT] to help them participate in activities of daily living, employment and education. There are few pre-service programs that provide degrees for assistive technology service providers. Instead, the field consists of an interdisciplinary group: rehabilitation engineers occupational therapists physical therapists speech-language pathologists, Professional organizations for AT service providers include: Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) Association for the Advancement of Assistive Technology in Europe (AAATE] Australian Rehabilitation and Assistive Technology Association [ARATA] Rehabilitation Engineering Society of Japan (RESJA).
- 3. ETHICS AND STANDARDS OF PRACTICE Consideration of ethics is relatively new to the field of AT. The RESNA organization, which supports the advancement and rehabilitation of AT, has adopted both a mission statement and a code of ethics for professionals who use AT. The Council for Exceptional Children (CEC), the professional organization for special educators, provides clear guidelines for professionals that support ethical practices. Professionals working with students with disabilities must adhere to a professional code of conduct.
- 4. CODE OF ETHICS FOR ASSISTIVE TECHNOLOGIES: THE RESNA CODE OF ETHICS RESNA is an interdisciplinary association for the advancement of rehabilitation and assistive technology. It adheres to and promotes the highest standards of ethical conduct. Its members and credentialed service providers: Hold paramount the welfare of persons served professionally. Practice only in their area(s) of competence and maintain high standards. Maintain the confidentiality of privileged information. Engage in no conduct that constitutes a conflict of interest or that adversely reflects on the association and, more broadly, on professional practice. Seek deserved and reasonable remuneration for services. Inform and educate the public on rehabilitation/assistive technology and its applications. Issue public statements in an objective and truthful manner. Comply with the laws and policies that guide professional practice.
- 5. STANDARDS OF PRACTICE RESNA STANDARDS OF PRACTICE FOR ASSISTIVE TECHNOLOGY PRACTITIONERS AND SUPPLIERS THESE STANDARDS OF PRACTICE SET FORTH FUNDAMENTAL CONCEPTS AND RULES CONSIDERED ESSENTIAL TO PROMOTE THE HIGHEST ETHICAL STANDARDS AMONG INDIVIDUALS WHO EVALUATE, ASSESS THE NEED FOR, RECOMMEND, OR PROVIDE ASSISTIVE TECHNOLOGY. IN THE DISCHARGE OF THEIR PROFESSIONAL OBLIGATIONS ASSISTIVE TECHNOLOGY PRACTITIONERS AND SUPPLIERS SHALL OBSERVE THE FOLLOWING PRINCIPLES AND RULES: 1.Individuals shall keep paramount the welfare of those served professionally. 2. Individuals shall engage in only those services that are with in the scope of their competence, considering the level of education, experience and training, and shall recognize the limitations imposed by the extent of their personal skills and knowledge in any professional area. 3. In making determinations as to what areas of practice are within their competency, assistive technology practitioners and suppliers shall observe all applicable licensure laws, con sider the qualifications for certification or other credentials offered by recognized authorities in the primary professions which comprise the field of assistive technology, and abide by all relevant standards of practice and ethical principles, including RESNA’s Code of Ethics. 4. Individuals shall truthfully, fully and accurately represent their credentials, competency, education, training and experience in both the field of assistive technology and the primary profession in which they are members. To the extent practical, individuals shall disclose their primary profession in all forms of communication, including advertising, that refers to their credential in assistive technology. 5. Individuals shall, at a minimum, inform consumers or their advocates of any employment affiliations, financial or professional interests that may be perceived to bias recommendations, and in some cases, decline to provide services or supplies where the conflict of interest is such that it may fairly be concluded that such affiliation or interest is likely to impair professional judgments. 6. Individuals shall use every resource reasonably available to ensure that the identified needs of consumers are met, including referral to other practitioners or sources which may provide the needed service or supply within the scope of their competence. 7. Individuals shall cooperate with members of other professions, where appropriate, in delivering services to consumers, and shall actively participate in the team process when the consumer’s needs require such an approach. 8. Individuals shall offer an appropriate range of assistive technology services which include assessment, evaluation, recommendations, training, adjustments at delivery, and follow-up and modifications after delivery. 9. Individuals shall veriI,’ consumer’s needs by using direct assessment or evaluation procedures with the consumer. 10. Individuals shall assure that the consumer fully participates, and is fully informed about all reasonable options available, regardless of finances, in the development of recommendations for intervention strategies. 11. Individuals shall consider future and emerging needs when developing intervention strategies and fully inform the consumer of those needs.
- 6. STANDARDS OF PRACTICE CON’T 12. Individuals shall avoid providing and implementing technology which expose the consumer to unreasonable risk, and shall advise the consumer as fully as possible of all known risks. Where adjustments, instruction for use, or necessary modifications are likely to be required to avoid or minimize such risks, individuals shall make sure that such information or service is provided. 13. Individuals shall fully inform consumers or their advocates about all relevant aspects, including the fmancial implications, of all final recommendations for the provision of technology, and shall not guaranty the results of any service or technology. Individuals may, however, may reasonable statements about prognosis. 14. Individuals shall maintain adequate records of the technology evaluation, assessment, recommendations, services, or products provided and preserve confidentiality of those records, unless required by law, or unless the protection of the welfare of the person or the community requires otherwise. 15. Individuals shall endeavor, through ongoing professional development, including continuing education, to remain current on all aspects of assistive technology relevant to their practice including accessibility, funding, legal or public issues, recommended practices and emerging technologies. 16. Individuals shall endeavor to institute procedures, on an on going basis, to evaluate, promote and enhance the quality of service delivered to all consumers. 17.Individuals shall be truthful and accurate in all public statements concerning assistive technology, assistive technology practitioners and suppliers, services, and products dispensed. 18. Individuals shall not invidiously discriminate in the provision of services or supplies on the basis of disability, race, national origin, religion, creed, gender, age, or sexual orientation. 19. Individuals shall not charge for services not rendered, nor misrepresent in any fashion services delivered or products dispensed for reimbursement or any other purpose. 20. Individuals shall not engage in fraud, dishonesty or misrepresentation of any kind, or any form of conduct that adversely reflects on the field of assistive technology, or the individual’s fitness to serve consumers professionally.
- 7. QUALITY ASSURANCE Quality Assurance (QA) is a way of preventing mistakes or defects in manufactured products and avoiding problems when delivering solutions or services to customers. QA is applied to physical products in pre-production to verify what will be made meets specifications and requirements, and during manufacturing production runs by validating lot samples meet specified quality controls. QA is also applied to software to verify that features and functionality meet business objectives, and that code is relatively bug free prior to shipping or releasing new software products and versions. Quality Assurance refers to administrative and procedural activities implemented in a quality system so that requirements and goals for a product, service or activity will be fulfilled. It is the systematic measurement, comparison with a standard, monitoring of processes and an associated feedback loop that confers error prevention. This can be contrasted with quality control, which is focused on process output.
- 8. OVERVIEW Students with disabilities have received AT accommodations beginning as early as 1973. The definition of AT, as we know it today, was first defined in 1988 in the Tech Act. The term AT has continued to evolve with the passage of the Individuals with Disabilities Education Improvement Act of 2004. AT has become a common venue by which all students access and meet the state curriculum standards defined by each state. The Center for Applied Special Technology (CAST) created a program that provides educators a means to better understand how Universal Design for Learning and AT can be integrated to support student learning. Assessment for AT is provided by the school system if the student's Individual Education Program (IEP) team decides it is necessary in order to improve student outcomes. Funding for AT is provided by the school system or other agencies such as Medicare, Medicaid, and/or private insurance.
- 9. STANDARDS FOR SERVICE PROVIDERS Assistive technology devices range from low technology to high technology items: Low technology devices are devices that rely on mechanical principles and can be purchased or made using simple hand tools and easy to find materials, such as homemade or modified items already used in the home. High technology devices include sophisticated equipment and may involve electronics. Consideration of the types of AT devices and services available through this system is continually monitored. Determination of what equipment and services falls within these guidelines will be updated periodically as these considerations are reviewed. Eligible devices and services refer to items and services for which payment can be made. A written recommendation (order), signed and dated by the child’s physician (often a prescription form) is required for all items requested.
- 10. STANDARDS FOR DEVICES Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes-- The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment; Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices; Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; Training or technical assistance for a child with a disability or, if appropriate, that child's family; and 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 life functions of that child.
- 11. OUTCOMES OF ASSISTIVE TECHNOLOGY DELIVERY Distance education is a means for instructional delivery that can be either real -time or synchronous distance learning. If students take courses via distance education, AT must be a consideration for a student with a disability. Various tools have made accessibility better in recent years and have made the Internet available for everyone. Newsletters in electronic format, homework hotlines, and e-mail have provided a means for students to receive information quickly. AT devices assist students with disabilities to access information in electronic format.