Assistive Technology Supports Literacy

by Debbie Spring, OTR, Assistive Technology Consultant, Michigan’s Assistive Technology Resource

What do page fluffers, built-up handle grips, and pool noodles have in common? They are just a few examples of low/no-tech assistive technology solutions that can be used to increase access to play or other activities in a child’s daily routine. Young children with motor, cognitive, communication, hearing, or vision deficits can benefit from simple to complex adaptations that assist them with communication, movement, participation in self-care tasks, and manipulation of toys and books.

The Individuals with Disabilities Education Act (IDEA), as amended in 1997, defines assistive technology as any item, piece of equipment, product, or system used to increase, maintain, or improve the functional capabilities of a child with a disability (300.5). IDEA also requires the Individualized Education Program (IEP) team to consider the assistive technology needs of a child during the development of the Individualized Family Service Plan (IFSP) or the IEP. The team should assess the tasks in the child’s daily routine and determine solutions required to increase independence and participation in these environments.

The continuum of assistive technology solutions ranges from low/no-tech to mid-tech, to high-tech. It is usually best to begin with low-tech solutions. These solutions are more readily available; simpler to use; and more easily accepted by the child, family, school team, and the child’s peers. Even simple adaptations to toys and books that increase a child’s independent participation can increase self-esteem by giving her/him a sense of control over her/his environment and a feeling of success. Families also benefit from seeing their children’s strengths and increased opportunities for interactive play. The increased independent participation offered through adaptation also boosts peer interaction and facilitates a child’s development.

There are many ways families and school teams can use assistive technology to ensure early childhood literacy. The MATR Web site lists examples and resources that help provide experiences with books and other literacy activities for children with disabilities.

For more information and links related to assistive technology, visit Michigan's Assistive Technology Resource (MATR) Web site at www.cenmi.org/matr or contact Debbie Spring, OTR Assistive Technology Consultant, MATR,
(800) 274-7426.

Support for Families Who Have Children Who Are Deaf or Hard of Hearing

Hands & Voices is a parent driven, non-profit organization dedicated to providing
unbiased support to families with children who are deaf or hard of hearing. Michigan Hands & Voices provides support activities and information concerning deaf and hard of hearing issues to parents and professionals that may include outreach events, edu-cational seminars, advocacy, lobbying efforts, parent-to-parent networking, and a newsletter. They connect families with resources and information to make informed decisions around the issues of deafness or hearing loss. Contact Hands and Voices at www.handsandvoices.org.

The Michigan Department of Community Health offers an Early Hearing, Detection and Intervention Program (EHDI) with three significant goals:

• Screen all newborns for hearing loss before one month of age.
• All infants who screen positive will have a diagnostic audiologic evaluation before three months of age.
• All infants identified with hearing loss will receive appropriate early intervention services before six months of age.

For more information, visit www.michigan.gov/ehdi.

Braille Literacy Opens Doors

by Collette Bauman, Program Specialist for the Visually Impaired; Georgia Beneicke, Teacher Consultant; Lynnette Norton, Orientation and Mobility Specialist; and Margo Siegel, Teacher Consultant, Western Wayne County Visually Impaired Program

Thanks to Louis Braille, founder of the Braille code, many students who have visual impairment are able to lead productive and successful lives. The medium of Braille affords students independence and privacy. Students who have achieved Braille literacy have a greater chance of pursuing higher education and achieving vocational or career goals and personal self-worth.

Even with adequate Braille literacy, there are obstacles that students may encounter. For example:

• Approximately one percent of the written word is available in accessible Braille format.
• Braille literacy takes the average person about nine years to achieve compared to print literacy, which takes about five years to achieve.
• Braille materials are not always available in a timely fashion.

Braille literacy is a complicated issue that is being positively addressed at both the state and national levels.

For more information, contact: Collette Bauman, Program Specialist for the Visually Impaired, Western Wayne County, Livonia Public Schools, 15125 Farmington Rd., Livonia, MI 48154-5474, (734) 744-2600 #43140.

This article originally appeared in Newsline, March 2002.

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