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 ABSTRACT
Reid, S., Strong, G., Wright, L., Wood, A., Goldman, A., & Bogen, D.
(1995). Computers, assistive devices, and augmentative communication
aids: Technology for social inclusion. The Journal of Head Trauma
Rehabilitation, 10 (5), 80-89.
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Purpose
The purpose of this article was to define assistive technology, compare
traditional and recent philosophies in regards to the goals of assistive
technology for survivors of traumatic brain injury, and to discuss the
process involved in obtaining assistive technology. This abstract will
summarize basic points from the article.
Definitions
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Assistive technology-
Any technologic device and/or service that helps individuals with disabilities
to function more independently
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Social inclusion
? to meaningfully be included in or to be a member of the social aspects
of a culture (e.g., family, school, church, recreation, travel and work)
Goal
Perspectives
Traditionally, assistive technology has been narrow in definition, and
has been thought of as a way to enhance specific, isolated functional capacities
in individuals with disabilities. For example, if a child is using a switch
to select messages from a voice output communication device, the traditional
view would be that this device is just a technology for communication.
A more general, and much more powerful view of the child’s switch would
be that it is a technology for social inclusion. The switch allows
the child to be part of his/her community by providing him/her the means
to speak with a friend, order food at a restaurant, or say a prayer at
church. Social inclusion for individuals with traumatic brain injuries
can be enhanced if the assistive technology team considers both of the
following when selecting devices:
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Environmentally and
task specific needs- What ability (e.g., communication, mobility, cognition,
etc.) does the individual need so he/she can perform tasks (choosing what
clothes to wear, writing a grocery list, etc.) in various environments?
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Devices that relate
to social roles- How does providing a child with a device to meet a
specific impairment, affect overall development and the roles that individual
with attain? (e.g. Will children who acquire independent power mobility
develop increased self-initiative, and psychosocial behaviors? Will the
type of communication device increase cognitive and language skills?)
How will an adult use their assistive technology devices to meet their
social needs?
The
Process Involved in Obtaining Assistive Technology
(The following is
a brief outline of what is discussed in the article)
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Team approach to assistive
technology (AT)- When selecting AT, the individual with the head injury
as well as parents, siblings, and peers should be important team members.
They must be recognized as "experts" with knowledge of the survivors’ needs
and abilities, as well as knowledge of the survivor prior to brain injury.
The focus should be on how the survivor functions in different settings
rather than on isolated areas of skill.
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Needs Assessment- The
team considers all the different environments in which the individual will
function as well as all the functions that must be performed in each environment.
Needs assessments are not generic, and muse be individualized for each
survivor and family.
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Selecting Assistive
Technology- The team decides the most appropriate devices and services
based on the needs assessment, and includes this in an evaluation report.
The team also recommends funding, degree of training for the people involved,
and plans for future growth and progress.
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Assistive technology
is attainable- The Individuals with Disabilities Act (IDEA) and Americans
with Disabilities Act (ADA) makes assistive technology a right for children
and adults with disabilities-including individuals with traumatic brain
injury. This article discusses the three situations in which the schools
must provide assistive technology under IDEA law as well as parents’ legal
rights. The article also discusses other resources for obtaining funding
for assistive technology.
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