Assistive Technology:

The Magic Answer…. Or Is It?

Laura E. Plummer, MA, CRC, ATPSr. Rehabilitation TechnologistSVRI at UW StoutMenomonie, WI 54751plummerl@uwstout.edu

04/21/23

TCN Meeting

A Wave Of The Wand Reasonable Accommodations: What are

they? Who gets them? Why? From the classroom to the real world AT- What works. Where to find it. How to

fund it. Hands On Case Studies: You do the work

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Pulling An Adult Out Of The Hat

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Legal Differences - Laws

High School IDEA – Individuals

with Disabilities Education Act

Section 504 of the Rehabilitation Act

Post-Secondary American’s with

Disabilities Act as Amended (ADAAA)

Section 504 of the Rehabilitation Act

http://ds.oregonstate.edu/family/secondary.php

http://www2.ed.gov/print/about/offices/list/ocr/transition.html

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TCN Meeting

Legal Differences - Purpose

High School To ensure all

students with disabilities receive a Free and Appropriate Public Education (FAPE)

Post-Secondary To ensure no

otherwise qualified student will be denied access or be discriminated against

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TCN Meeting

Legal Differences - Eligibility

PK-12 Education Serves ages 3-21 or

until regular HS diploma requirements met

School is responsible for identification

Post-Secondary Meets requirements

to attend the school and has a documented disability

Student is responsible for disclosing and providing documentation

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Mission of Disability Services

The University of Wisconsin-Stoutrecognizes disability as an aspect of diversity. We are committed to creating equal access and opportunity to all campus programs and

servicesfor persons with disabilities.

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Reasonable and Equal Reasonable

accommodation is a modification or adjustment to a course, program, service, job, activity, or facility that enables a qualified student with a disability to have an equal opportunity.

Equal opportunity means an opportunity to attain the same level of performance or to enjoy equal benefits and privileges as are available to a similarly situated student without a disability.

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Reasonable Accommodation… Do not have to provide the specific requested

accommodation – can choose among options Do not have to provide accommodations that

create undue hardship Do not have to provide personal use items Do not have to provide accommodations for

someone who is not qualified (entrance req.) Do not have to remove or lower education

standards

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TCN Meeting

Academic Accommodations Academic accommodations are

adjustments to the environment provided to "level the playing field" with respect to the current functional limitations of an enrolled student. Academic accommodations are not remedial in nature, nor do they change or reduce academic standards of a course or degree program.

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Common Means of Equal Access Alternative

Testing (quiet/minimal distraction environment, extended time, audio, scribe, etc.)

Audio Textbooks

Note Taking (peer note taker and Smart Pen)

Interpreting Scheduling/Priority

Registration

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Becoming a

postsecondary student…

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Disability Services – Intake Process Interactive Process

Intake Interview Plan Development Discuss Rights and Responsibilities Notification to Instructors

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Models of DisabilityMedical Model

Disability is a deficiency or abnormality.

Being disabled is negative. Disability resides in the

individual. The remedy for disability-

related problems is cure or normalization of the individual.

The agent of remedy is the professional.

Carol J. Gill, Chicago Institute of Disability Research

Social Model Disability is a difference. Being disabled, in itself, is

neutral. Disability derives from

interaction between the individual and society.

The remedy for disability-related problems is a change in the interaction between the individual and society.

The agent of remedy can be the individual, an advocate, or anyone who affects the arrangements between the individual and society.

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Choosing a Disability Services Office / School What documentation is required? How are decisions made regarding

accommodations? Is the student a part of the decision

making process? How are instructors notified of means of

equal access?

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TCN Meeting

Documentation of Disability Student is

responsible Current and

comprehensive Diagnostic Info Functional

Limitations in an educational setting

Severity and / or longevity

Student pays for documentation

Will vary depending on disability and institution

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AHEAD Documentation Guidelines Primary – Student

Self Report Secondary –

Observation and Interaction

Tertiary – Information from External/Third Parties

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Does not meet high stakes testing

(MCAT, Praxis/PPST, CRC)

The TeamSTUDENT

Disability Services Office Parents, Spouse or other Natural Support

Professors / Instructors

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What Can Students Do To Ensure Equal Access Connect Early and Often Stay Connected Ask Questions Communicate with Disability Services

Office Regarding Barriers in Learning Environment

Ask About Signing Releases of Information

Have a Back Up Plan

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Remember

Disability Services cannot provide accommodations

for something it does not know about.

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Becoming a worker…

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Disabilities… ADA a physical or mental impairment that

substantially limits one or more major life activities

a record of such an impairment; or being regarded as having such an

impairment

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Smarter Work Places… Universal Design is a concept in which a

workplace maximizes ALL people’s abilities

The intent of universal design is to simplify life for everyone by making products, communications, and the built environment more usable by as many people as possible at little or no extra cost. Universal design benefits people of all ages and abilities.

04/21/23

TCN Meeting

Smarter Work Places… Universal Design includes the physical building,

interiors, outdoor space, equipment, and communication equipment

Policies and Procedures provide the rules and infrastructure that support a workforce that is diverse and well trained with flexibility to maximize employee abilities

Company Values that support an organizational culture where behaviors, attitudes and programs support and sustain inclusivity

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7 Principles of Universal Design Equitable use Flexibility in Use Simple and Intuitive Use Perceptible Information Tolerance for Error Low Physical Effort Size and Space for Approach and Use The citation for the use of the use of the principles is from the "Center

for Universal Design, North Carolina State University, Raleigh, NC, 1997."

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Equitable Use…

Provide the same means of use for all users: identical whenever possible; equivalent when not

Avoid segregating or stigmatizing any users

Provisions for privacy,

security, and safety should be equally available to all users

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Flexible Use…

Provide choice in methods of use

Accommodate right- or left-handed access and use

Facilitate the user's accuracy and precision

Provide adaptability to the user's pace

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Simple and Intuitive…

Eliminate unnecessary complexity

Be consistent with user expectations and intuition

Accommodate a wide range of literacy and language skills

Arrange information consistent with its importance

Provide effective prompting for sequential actions

Provide timely feedback during and after task completion

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Perceptible Information…

Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information

Provide adequate contrast between essential information and its surroundings

Maximize "legibility" of essential information in all sensory modalities

Differentiate elements in ways that can be described (i.e., make it easy to give instructions or directions)

Provide compatibility with a variety of techniques or devices used by people with sensory limitations

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Perceptible Information…

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Tolerance for Error…

Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded

Provide warnings of hazards and errors

Provide fail safe features

Discourage unconscious action in tasks that require vigilance

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Low Physical Effort…

Allow user to maintain a neutral body position

Use reasonable operating forces

Minimize repetitive actions

Minimize sustained physical effort

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Size and Space for Approach of Use…

Provide a clear line of sight to important elements for any seated or standing user

Make reach to all components comfortable for any seated or standing user

Accommodate variations in hand and grip size

Provide adequate space for the use of assistive devices or personal assistance

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Smarter Work Places

Challenge the

“status quo”

Just because it has “always been done this way” does it need to be done that way?

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Now What? Reasonable

Accommodation Vs. Accommodation

Workplace Efficiency

Vs. Job Restructuring

04/21/23

Laura E. Plummer, MA, CRC, ATP

Stout Vocational Rehabilitation Institute

Reasonable Accommodation… Do not have to provide the specific requested

accommodation – can choose among options Do not have to provide accommodations that

create undue hardship Do not have to provide personal use items Do not have to provide accommodations for

someone who is not qualified for a position Do not have to remove essential functions,

create new jobs, or lower production standards

04/21/23

Laura E. Plummer, MA, CRC, ATP

Stout Vocational Rehabilitation Institute

Becoming your own

person…

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Independent Living Centers

Information/Referral

IL Skills Training Advocacy Peer Support

In WI: Wistech Device Loan/Demo

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ADRCs Information and

Assistance Options

Counseling Benefits

Counseling Resources

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Long Term Care Services Family Care (Managed Care Org.) Partnership (Managed Care Org.) IRIS

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Division of Vocational Rehabilitation

Statewide services supporting employment as the end goal

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Community Participation

Social / Connections Recreational / Leisure Volunteerism Responsible use of AT

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Tech Trends

Apps

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Note Taking Smart Pens Audio Note Taker Evernote Cloud Storage

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Hearing Loss Access Sign Language

Interpreters – in person

Remote Interpreting

CART FM Systems

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Vision Loss Access Screen Readers

and Magnifiers Portable

Electronic Magnifiers

Zoom/Speech Reading on iOS devices

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Learning Disability Access Dragon and Speech to Text Electronic Texts – audio and visual iOS Devices for organization and

memory Reading / Writing Software FM Systems Strategies for Academic Success

classes aka: College Survival

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ADD/ADHD Access Electronic Texts – audio and visual iOS Devices for organization and

memory Reading / Writing Software FM Systems Strategies for Academic Success classes

aka: College Survival

04/21/23

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Physical Disability Access Housing Parking

Priority Registration Lab or classroom assistance

Building Access

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Collaboration Creates an inclusive environment

Professors, faculty, staff, students, etc. Collaboration with DVR – examples

Collaboration with other service providers or agencies

Follow Up, Follow Through and Follow Along

Accountability

04/21/23

TCN Meeting

Collaboration – FM Systems Incoming Freshmen who had a hearing

loss Meeting with Disability Services to

develop plan Involved parents Referral to SVRI for assistive technology

assistance FM System, Bluetooth connectivity

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Collaborations - Software UW-Stout = Laptop Campus Student requested Dragon and Kurzweil

to access course materials Accommodation provided = Equal

Access Other campuses may have required

student to use computer labs since they do not require use of laptops

04/21/23

TCN Meeting

Collaborations – Vision Loss Student required equal access to course

materials used in an Art Lab Demonstration and trial of Electronic

Magnification devices Device purchased by Disability Services

and placed in Art Lab

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Collaborations – Vision Loss Orientation and Mobility Instruction Braille Printing DVR Disability Services Parents – “hands off” in a good way! SVRI

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Seth Disability: mild autism Interests: cars Age: 19 / graduates HS May 2013 Life: Lives with parents and younger

sibling Obtained Driver’s Lisc. in 2011 Possible scenarios for Seth? Work,

School, Life.

04/21/23

TCN Meeting

Natalie Disability: CP Communication: some limitations Mobility: uses a power wheelchair Interests: Hair and Fashion Life: Lives with Mother and two sisters

(younger) Age: 21 (graduates June 2013) Possible scenarios for Natalie? Work,

School, Life.

04/21/23

TCN Meeting

Tyler Disability: Hearing Loss; received a

cochlear implant at age 4. No sign language.

Age: 16 Interests: gaming and websites Life: Lives with Dad, no siblings Possible scenarios? Work. School. Life.

04/21/23

TCN Meeting

Miguel Disability: CP and hearing loss Communication: Non verbal, ASL. Ambulation: independent Life: Live at home with parents and 5

siblings (Spanish speaking home) Age: 18; choosing graduation in June

2013 Possible Scenarios? Work. Life. School.

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Madison Disability: Blind / Braille User Age: 18 and graduates May 2013 Interests: Writing Plans: To attend a University and major

in English What steps are next?

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Questions???

Laura Plummer plummerl@uwstout.edu

04/21/23

TCN Meeting