An assistive technology assessment process provides a comprehensive approach to determine individual needs. Generally accepted components of an assistive technology assessment process include:
a) Identification of an individual's functional needs, i.e., communication, education/vocational, mobility/seating and positioning, recreation/leisure, and environmental control.
b) Gathering background information on individual's functional abilities, i.e., disability type, prognosis, motor, cognition,
communication, sensory, education, and vocational, individual's personal characteristics (assistive technology experience, interests, motivation, attitude, desire for independence, environment).
c) Matching the individual and assistive technology by insuring that the technology solution is individualized, fits individual's functional abilities, personal characteristics, and environments, and remains as simple as possible.
d) Investigating device options, i.e., ease of use, reliability, cost.
e) Providing experiences in trial use with selected assistive technology devices.
f) Re-examining options, if necessary.
g) Developing training plans to support the individual, family members, and support personnel in device use and implementation.
h) Identification of funding sources to provide for equipment trial use and for purchasing of devices.
i) Identifying follow-up activities to ensure an on-going process for systematic examination of device use and implementation necessary to meet the individual's evolving needs.
Individual programming for assistive technology needs to fit within the decision making sequence that meets the legal requirements under whichever program the individual is served.
Under the Rehabilitation Act Amendments of 1992 (Public Law 102-569), state rehabilitation agencies must look at all options, including assistive technology interventions. Therefore, vocational rehabilitation agencies' plans should identify how assistive technology is addressed within the Individualized
Written Rehabilitation Plan (IWRP).
Children with disabilities who need assistive technology devices and services in order to benefit from education are entitled to have access to such devices and services under three laws: the Individuals with Disabilities
Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and the
Americans with Disabilities Act of 1990. Therefore, school systems should
identify how assistive technology is addressed within the Individualized
Educational Plan (IEP) or the 504 Plan.
Information sheets from the Interagency Project for Assistive Technology are
for consumer, family, and professional use. Their purpose is to give general
information on a specific topic. More detailed information can be provided
through technical assistance available from the IPAT project. The production of
these information sheets is grant funded through OSER/NIDRR.
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