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Assistive Technology FAQ (updated November 2002)
How can the use of assistive technology increase the success of students with disabilities in their educational settings?
Assistive technology consists of tools that enhance the functional capabilities of persons with disabilities. Assistive technology is defined in the IDEA as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities." Braille readers, wheel chairs, adapted computers, augmentative or alternative communication devices, and hearing aids are examples of assistive technology. These devices expand access to the general education curriculum for individuals with disabilities and also give them a feeling of independence. Amendments to IDEA in 1997 require that assistive technology devices be considered for all children identified as having an exceptional education need. Teachers should consider characteristics of the child and of the different technologies as they decide which device would be most beneficial. Technology that supports students need not always be high tech. Computers and other complicated or expensive devices are not always needed. Often low tech solutions, such as graphic organizers, can greatly improve learning for an individual with disabilities.
Following are links to related ERIC Digests, Internet resources, and Internet discussion groups, as well as selected citations from the ERIC database and the search terms we used to find the citations.
You can search the ERIC database yourself on the Internet through either of the following web sites:
ERIC Citations
The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:
- In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
- For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC.
(no longer available)
The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
ERIC Search Terms Used
disabilities OR special education
AND
computer uses in education OR assistive devices (for disabled) OR communication
aids (for disabled)
EJ549555 PS526837
Assistive and Adaptive Technology--Supporting Competence and Independence in
Young Children with Disabilities.
Brett, Arlene
Dimensions of Early Childhood, v25 n3 p14-15,18-20 Sum 1997
ISSN: 1068-6177
Document Type: NON-CLASSROOM MATERIAL (055); JOURNAL ARTICLE (080); POSITION
PAPER (120)
Argues that computers and related technology can be an important asset in the
classrooms of young children with disabilities. Suggests that this technology
can promote mobility, communication, and learning; increase independence; augment
abilities; compensate for learning challenges; overcome learned helplessness;
and foster competence and independence.
Descriptors: *Computer Uses in Education; Developmental Disabilities; Disabilities;
Early Childhood Education; Educational Philosophy; *Educational Technology;
*Inclusive Schools; Learning Disabilities; *Normalization (Disabilities); Social
Integration; Special Education; *Special Needs Students Identifiers: Computer
Related Learning Environments; Computer Use; Developmentally Appropriate Programs;
Special Needs Children
ED407762 EC305480
A Book of Possibilities: Activities Using Simple Technology. Academic Collection.
Canfield, Helen; Locke, Peggy
1996; 128p.
Available From: AbleNet Inc., 1081 Tenth Avenue, SE, Minneapolis, MN 55414-1312;
toll-free telephone: 800-322-0956; (Stock #-Part 2-BPAC) ($27).
Document Not Available from EDRS.
Document Type: NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; Minnesota
Target Audience: Practitioners; Teachers
Methods are presented for educators in the use of assistive technology to increase
the participation of elementary students with severe disabilities in math, science,
language arts and spelling, social studies, and reading activities. Over 80
curriculum-based activities using technologies that can be adapted to fit multiple
environments and users are included. The manual first describes "tools
of the trade" that are quick to assemble, readily available, easy to use,
and most appropriate for individuals with severe and profound disabilities,
such as: switches, battery device adapters, battery control units, electrical
control units, and communication aids. For each tool, a list is given of what
is needed to design the tool and how to create it. A cross-reference activities
guide is provided for each of the subject areas that matches skills with the
tools needed. A list of commercial sources for assistive technology is also
provided. The rest of the manual is divided into five different subject areas
with relevant lesson plans included in each. The lesson plans identify the subject,
grade level, skill, and the tools needed. Additional hints and suggestions for
implementing the lesson plans are located in the margins throughout the text.
Descriptors: *Assistive Devices (for Disabled); *Communication Aids (For Disabled);
*Electric Circuits; Elementary Education; *Inclusive Schools; Language Arts;
Lesson Plans; Mainstreaming; Mathematics Instruction; Reading Instruction; Science
Instruction; *Severe Disabilities; Social Studies; Spelling; *Student Participation
ED405687 EC305388
Alternate and Augmentative Communication: An Overview and Manual Communication:
Boards and Displays and Electronic Communication Devices: A Look at Features.
Information Support Packets #4, #5, and #6.
Capilouto, Gilson J.
South Carolina State Vocational Rehabilitation Dept., West Columbia. Center
for Rehabilitation Technology Services. Oct 1996; 25p. Sponsoring Agency: National
Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC.
Contract No: H133E20002-95
EDRS Price - MF01/PC01 Plus Postage.
Document Type: NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; South Carolina
Target Audience: Community
Three booklets offer guidelines for individuals with communication disorders
and their families concerning: (1) alternate and augmentative communication
(AAC); (2) manual communication (boards and displays); and (3) electronic communication
devices. The first booklet considers the type of individual who can benefit
from the use of AAC and what the user needs to be able to do. It offers a questionnaire
to help determine whether an individual could benefit from AAC and a glossary
of 12 relevant terms. Also provided is a list of seven publications, seven organizations,
and four references. The second booklet is a guide to manual communication boards.
Guidelines address when a manual system is an appropriate choice and evaluate
the user's present skills through a 13-item questionnaire. A second questionnaire
assists in evaluating the appropriateness of a specific system for a given user.
Additional information (with illustrations) discusses what the display should
look like and vocabulary selection. A listing of suppliers of manual communication
boards is provided. The third booklet discusses features of electronic communication
devices, such as methods of accessing, language usage, speech output, and visual
display.
Descriptors: Assistive Devices (for Disabled); *Augmentative and Alternative
Communication; Check Lists; *Communication Aids (for Disabled); *Communication
Disorders; *Electronic Equipment; Equipment Evaluation; Evaluation Methods;
*Manual Communication Identifiers: *Communication Boards
ED413706 EC305980
Kids Included through Technology Are Enriched: A Guidebook for Teachers of Young
Children.
Carlson, Brenda; Samels, Karen
PACER Center, Inc., Minneapolis, MN. 1997; 130p.
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.
EDRS Price - MF01/PC06 Plus Postage.
Document Type: NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; Minnesota
Target Audience: Parents; Practitioners; Teachers
This guidebook is designed to provide information on technology to teachers
and service providers who work with children with special needs. It may also
be helpful for parents and caregivers of young children. Topics include: the
definition of assistive technology; the philosophy of using technology with
young children and a rationale that demonstrates benefits for youngsters who
have special needs; how technology supports early learning, particularly self-expression,
communication, social interactions, and education; assessing for helpful technology;
identifying the tools of assistive technology; team tasks in assessment; choosing
computer technology for the classroom, including selecting appropriate software
and peripheral devices; introducing other devices such as a trackball, mouse
keys, touch screen, drawing tablets, and electronic pointing devices; keyboard
modifications and alternative keyboards; switch technology; augmentative and
alternative communication; effective practices for teaching children to communicate;
integrating technology into the early childhood classroom, including how to
design lessons with technology; how to use technology for teachers' administrative
tasks; assistive technology in a cultural context; assistive technology in the
Individualized Education Program or the Individualized Family Service Plan;
and funding issues. Appendices include teacher resources, an explanation of
legal issues, and a list of resource organizations.
Descriptors: *Appropriate Technology; *Assistive Devices (for Disabled); *Augmentative
and Alternative Communication; *Computer Assisted Instruction; Computer Software
Selection; Cultural Differences; Curriculum Development; *Disabilities; Early
Childhood Education; *Educational Technology; Individualized Education Programs;
Individualized Family Service Plans; Special Needs Students; Student Evaluation;
Young Children
EJ524506 EC613782
Talking Instead of Typing: Alternate Access to Computers via Speech Recognition
Technology.
Cavalier, Albert R.; Ferretti, Ralph P.
Focus on Autism and Other Developmental Disabilities, v11 n2 p79-85 Sum 1996
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070)
The importance of alternative access to computers for persons with developmental
disabilities and the ways in which speech recognition technology has been used
to reach this goal are discussed. Illustrative studies of the use of speech
recognition by persons with disabilities are reviewed, and implications for
the effective application of this technology are described.
Descriptors: Accessibility (for Disabled); Adults; Assistive Devices (for Disabled);
*Communication Aids (for Disabled); *Developmental Disabilities; Elementary
Secondary Education; *Input Output Devices; *Man Machine Systems; *Speech Communication;
Technological Advancement Identifiers: *Speech Recognition
ED404826 EC305347
Accommodating Students with Disabilities: A Guide for School Teachers.
Chang, Moon K.; And Others
Alabama State Univ., Montgomery. Coll. of Education.; Alabama Univ., Birmingham.
Coll. of Medicine. 1996; 41p.; For a related document, see EC 305 348.
Sponsoring Agency: National Inst. on Disability and Rehabilitation Research
(ED/OSERS), Washington, DC.
Contract No: N133B30025-95A
EDRS Price - MF01/PC02 Plus Postage.
Document Type: NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; Alabama
Target Audience: Teachers; Practitioners
This guide is designed as a resource to assist teachers in making decisions
on their instructional planning and delivery by expanding and refining their
repertoire of ways and means of making accommodations for students with learning
disabilities and visual, hearing, and physical impairments. Part 1 presents
ways of providing accommodations without specialized materials and devices for
students with different types of disabilities. These include facilitating lip
reading, providing lecture notes, providing tactile materials, and teaching
in an accessible classroom. Testing accommodations for students with disabilities
are also addressed. Certain ways are used exclusively with certain types of
disabilities; however, other types of accommodations can be used across the
categories of disabilities. Part 2 lists some of the important materials and
devices that are not readily available to teachers for their classes but have
high impact on accommodation, such as amplification systems, screen enlargers,
Braille word processing, and computer voice input utilities. Short descriptions
of these materials and devices are presented. Personal computer access problems
and modifications to make the computer accessible to students with disabilities
are also discussed.
Descriptors: *Access to Education; *Assistive Devices (for Disabled); *Classroom
Techniques; Communication Aids (for Disabled); *Disabilities; Elementary Secondary
Education; Hearing Impairments; Learning Disabilities; Media Adaptation; Physical
Disabilities; Visual Impairments Identifiers: *Academic Accommmodations (Disabilities);
Testing Accommodations (Disabilities)
ED410714 EC305768
Assistive Technology Training through Multimedia. Resource Guide.
Dunn, Winnie; Deterding, Cheryl; Dustman, Stephanie A.
Kansas Univ., Kansas City. Medical Center. 1996; 225p.; Accompanying software
not available from ERIC.
Sponsoring Agency: Department of Education, Washington, DC.
Contract No: H029K20160
EDRS Price - MF01/PC09 Plus Postage.
Document Type: NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; Kansas
Target Audience: Practitioners
A four-year federally funded project created this resource guide and interactive
multimedia computer software program that are designed to increase knowledge
and skills about assistive technology for people with disabilities. Project
ASTECH targets special educators, related service personnel, and others who
need to learn about assistive technology. The specific areas of assistive technology
included in the software are computer access, augmentative communication, and
environmental control. Individuals can learn about these areas within three
main modules. The first module, Exploring the Possibilities, gives an overview
of these three areas by discussing the characteristics and categories of devices,
by showing representative devices, and by illustrating examples of students
using the devices. The second module, Assessment and Application, takes the
learner through the assessment process by first giving general information about
assessment. Then the module provides specific information about the aspects
of motor, sensory, and cognitive performance that may affect technology support
decisions. Through guided applications and student applications, learners can
apply information they have learned about assessment with specific case studies.
The final module, Installation, Programming, and Troubleshooting, gives general
information and then applies it to representative devices. The printed 3-ring
binder resource guide supplements information presented in the software program.
Descriptors: *Accessibility (for Disabled); *Assistive Devices (for Disabled);
*Augmentative and Alternative Communication; Computer Software; *Disabilities;
Elementary Secondary Education; *Personal Autonomy; *Student Evaluation
ED449592 EC308196
Proceedings of the RESNA 2000 Annual Conference: Technology for the New Millennium
(Orlando, Florida, June 28-July 2, 2000). Volume 20,
Winters, Jack, Ed.
2000, 616p.
Availble from: Association for the Advancement of Rehabilitation Technology
(RESNA), 1700 North Moore St., Suite 1540, Arlington, VA 22201-1903; Tel: 703-524-6686
(Voice); Fax: 703-524-6630.
EDRS Price MF03/PC25 Plus Postage
Document Type: Books (010); Conference Proceedings (021)
This text contains papers presented at the annual conference of the Rehabilitation
Engineering and Assistive Technology Society of North America (RESNA) held on
June 28-July 2, 2000, in Orlando, Florida. Papers are divided into the following
sections: (1) technology for special populations, which includes papers that
discuss using therapist-friendly tools in cognitive assistive technology and
tele-rehabilitation, access to wireless telecommunications for people who use
text telephones, and technology for individuals who are deaf or hard of hearing;
(2) augmentative and alternative communication, which includes papers on the
development of augmentative portable communication devices, techniques for automatically
updating scanning delays and a voice activated phone; (3) computer use and access;
(4) functional control and assistance; (5) service delivery and public policy,
which includes papers that address accessing assistive technology, universal
design, and assistive technology education; (6) quantifying function and outcomes;
and (7) seating and mobility. The next two sections present papers from the
Student Scientific Paper Competition and the Paralyzed Veterans of America Student
Design Competition. The last section contains papers from the 6th RESNA annual
research symposium. These papers address ergonomics and highlight emerging technology
that increases participation in education, employment, and independent living.
(Papers include references.) (CR)
Descriptors: Accessibility (for Disabled); Adults; Assistive Devices
(for Disabled); Augmentative and Alternative Communication; Children; Computers;
Delivery Systems; Disabilities; Distance Education; Educational Environment;
Federal Legislation; Mobility Aids; Special Education; Transportation; Wheelchairs;
Work Environment
EJ527714 EC614390
A History of Legislative Support for Assistive Technology.
Fein, Judith
Journal of Special Education Technology, v13 n1 p1-3 Spr 1996
ISSN: 0162-6434
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
This review of the history of federal support for assistive technology summarizes
technology-related statutes administered by the federal Office of Special Education
Programs (OSEP) and addresses the strategic agenda and commitments for the future
that guide OSEP's Technology, Media, and Materials Program.
Descriptors: *Assistive Devices (for Disabled); *Disabilities; Federal Aid;
*Federal Legislation; *Federal Programs; Futures (of Society); History; *Public
Policy; Technological Advancement Identifiers: *Office of Special Education
Programs
EJ637192 EC307924
Tech Tools for Students with Learning Disabilities: Infusion into Inclusive
Classrooms.
Quenneville, Jane
ISSN-1045-988X
Preventing School Failure; v45 n4 p167-70 Sum 2001
Document Type: REVIEW LITERATURE (070); JOURNAL ARTICLE (080)
Discussion of assistive technology for students with learning disabilities in
general education classrooms first reviews computer supports for writing including
talking word processors, word prediction software, portable note-taking devices,
prewriting organizers, multimedia prewriting prompts, and editing/publishing
software. It then considers the role of technology in inclusive classrooms and
key factors in technology implementation, especially collaboration. br>
Descriptors: Assistive Devices (for Disabled); Computer Software; Computer Uses
in Education; Elementary Secondary Education; Inclusive Schools; Learning Disabilities;
Teacher Collaboration; Word Processing; Writing Instruction
ED410740 EC305801
Technology in Education: A Case for Change.
Johanson, Joyce
1997; 13p.
EDRS Price - MF01/PC01 Plus Postage.
Document Type: REVIEW LITERATURE (070); PROJECT DESCRIPTION (141)
Geographic Source: U.S.; Illinois
This paper discusses advances in technology and how teachers can use technology
for teaching students with disabilities. The work of the Macomb Projects, a
group of federally funded, early childhood special education projects at Western
Illinois University that has been exploring the use of computer and adaptive
technologies in the education of young children with disabilities, is described.
Highlighted are: the benefits of assistive technology to children with physical
disabilities (encourages autonomous behavior and the increases the probability
of interaction with the environment); verbal and nonverbal children (computers
encourage communication); and children with autism (computers encourage socialization)
are highlighted. Components of implementing technology are also discussed, including
the need for administrative support and staff development, technology integration,
and software evaluation. Characteristics of good software for young children
with special needs are identified, including materials that: (1) encourage exploration,
use of imagination, and problem solving; (2) contain sound, music, and voice;
and (3) are open ended, animated, and interactive. Other good software characteristics
are: the menu and interface facilitate independent use; children can determine
the order in which the activities are to be played; several levels of difficulty
can be selected; novelty is built-in; the program is highly responsive; and
animated routines and verbal instructions are interruptible.
Descriptors: *Assistive Devices (for Disabled); *Computer Assisted Instruction;
Computer Software; Computer Software Evaluation; *Computer Software Selection;
*Computer Uses in Education; *Disabilities; Early Childhood Education; Preschool
Education; Program Effectiveness; Special Education; Teacher Attitudes Identifiers:
Western Illinois University
ED412703 EC305920
Exemplary Practices To Develop the Communicative Competence of Students Who
Use Augmentative and Alternative Communication. Final Grant Report.
Light, Janice C.
Pennsylvania State Univ., University Park. 1996
283p.; Sponsoring Agency: Office of Special Education and Rehabilitative Services
(ED), Washington, DC.
Contract No: HO23N20010
EDRS Price - MF01/PC12 Plus Postage.
Document Type: RESEARCH REPORT (143)
Geographic Source: U.S.; Pennsylvania
This report discusses the objectives and outcomes of a project that investigated
the use of augmentative and alternative communication (AAC) systems by students
with severe communication disabilities. The first objective of the project was
to conduct five investigations to identify skills that contribute to the communicative
competence of students who use AAC systems. The following skills were identified:
use of an introduction strategy, use of partner-focused questions, use of nonobligatory
turns by AAC users with efficient rates of communication, and use of grammatically
complete messages by AAC users with efficient rates of communication. The project's
second objective was to conduct three investigations to evaluate the efficacy
of instructional techniques to promote the acquisition, generalization, and
long term maintenance of these skills. The instructional techniques resulted
in the successful acquisition of target behavior, generalization of its use
to practices and new situations in the natural environment, and maintenance
of the target skill at least two months post-instruction. The third objective
was the successful development and evaluation of three instructional modules
for use by speech language pathologists, teachers, and other professionals that
documented the instructional goals and techniques. The instructional modules
are included in the appendices.
Descriptors: Assistive Devices (for Disabled); *Augmentative and Alternative
Communication; *Communication Aids (for Disabled); *Communication Disorders;
Elementary Secondary Education; Instructional Materials; *Learning Modules;
*Severe Disabilities; *Skill Development; Teaching Methods
EJ604956 EC624595
Planning and Organizing: Assistive Technology Resources in Your School.
Webb, Barbara J.
TEACHING Exceptional Children; v32 n4 p50-55 Mar-Apr 2000
ISSN-0040-0599
Document Type: Non-Classroom Use (055); Journal Articles (080); Project Descriptions
(141)
This article describes how to organize site-based assistive technology packages,
determine students' assistive technology needs, and obtain and use the appropriate
technology. An assistive technology package worksheet sample and a student worksheet
sample are included, along with a list of assistive technology resources on
the Web.
Descriptors: Assistive Devices (for Disabled); Computer Assisted Instruction;
Computer Uses in Education; Disabilities; Elementary Secondary Education; Internet;
Needs Assessment; Student Evaluation; World Wide Web
EJ523238 IR532860
One-Handed Touch Typing on a QWERTY Keyboard.
Matias, Edgar; And Others
Human-Computer Interaction, v11 n1 p1-27 1996
ISSN: 0737-0024
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
"Half-QWERTY" (first upper six keys on a keyboard) is a typing technique
designed to transfer touch-typing skills to the one-handed condition by using
a software- modified keyboard. Tested subjects achieved one-handed speeds of
60 words per minute, 83% of their two-handed rate. Results are important for
disabled user access and for compact computer design.
Descriptors: *Assistive Devices (for Disabled); Computer Peripherals; *Computer
Software Development; Disabilities; Methods; *Typewriting Identifiers: *Computer
Users; Typing Speed
EJ541465 IR534662
Adaptive Technology—Unleashing the Power of Technology for All Students.
Messerer, Jeff
Learning and Leading with Technology, v24 n5 p50-53 Feb 1997
ISSN: 1082-5754
Document Type: GENERAL REFERENCE (130); PROJECT DESCRIPTION (141); JOURNAL ARTICLE
(080)
Outlines the types of technology available to students with special needs (speech
synthesizers, text enlargers, switches, pointing devices, and alternative keyboards),
and provides a list of companies and nonprofit organizations that can assist
coordinators, teachers, and families in learning about assistive technologies.
Discusses visual impairments, physical impairments, and improving communication.
Descriptors: *Assistive Devices (for Disabled); Communication (Thought Transfer);
*Disabilities; Organizations (Groups); *Special Education; Student Needs; Vendors
EJ530741 EC614557
Helping Persons with Disabilities to Become Literate Using Assistive Technology:
Practice and Policy Suggestions.
Pierce, Patsy L.; Porter, Patricia B.
Focus on Autism and Other Developmental Disabilities, v11 n3 p142-46,162 Fall
1996
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070); POSITION PAPER
(120)
This article explores the use of assistive technology to teach basic literacy
skills to individuals with disabilities. Literacy assessment and intervention
techniques, policy issues related to literacy and assistive technology, and
future directions are discussed. The importance of developing policy to ensure
the delivery of literacy instruction using assistive technology supports is
emphasized.
Descriptors: *Assistive Devices (for Disabled); *Disabilities; *Educational
Policy; Elementary Secondary Education; *Literacy Education; Reading Skills;
Writing Skills
ED411659 EC305852
Technology for Students with Disabilities: A Decision Maker's Resource Guide.
National School Boards Association, Alexandria, VA. 1997; 115p.
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.
ISBN: 0-88364-207-7
EDRS Price - MF01/PC05 Plus Postage.
Document Type: NON-CLASSROOM MATERIAL (055); DIRECTORY (132)
Geographic Source: U.S.; Virginia
Government: Federal
Target Audience: Practitioners
This guide presents strategies for applying technology to help students who
have cognitive and physical disabilities, and shows how technology is useful
not only in presenting curriculum and assessing students, but also in the administration
and organization of special education programs. Case studies and descriptions
of state- of-the-art applications illustrate how technology can help students
with disabilities master complex materials and basic skills and how technology
can support educators in assessing and evaluating students' progress. Chapter
1 describes the most common challenges associated with educating children with
disabilities and discusses research-validated approaches in assistive instruction
and assessment technologies. Chapter 2 demystifies the process of determining
what technology will best meet student needs and discusses the cost effective
acquisition of those technologies. Chapter 3 delineates strategies necessary
to ensure that technology investments produce continuous learning improvements,
including the establishment of a technology team and devising a long-range technology
plan. Chapter 4 provides assistance in finding the help needed to make technology
"pay off." It includes an extensive resource list that provides contact
information and describes national, state, and local organizations, information
centers, clearinghouses, and research group that provide services, information,
and demonstrations of technology. An appendix includes relevant federal documents
on assistive technology.
Descriptors: Access to Education; *Appropriate Technology; *Assistive Devices
(for Disabled); Case Studies; Cost Effectiveness; Decision Making; *Disabilities;
Educational Technology; Elementary Secondary Education; Evaluation Methods;
*Financial Support; *Inclusive Schools; Information Sources; Mainstreaming;
Organizations (Groups); Program Implementation; Student Evaluation; Technological
Advancement
ED451649 EC308332
You Don't Know What You've Been Missing! Alerting and Signaling Devices.
Davis, Cheryl D.
2000; 13 p.
Northwest Outreach Center, Regional Resource Center on Deafness, Western Oregon
University, Monmouth, OR 97361. Tel: 503-838-8642 (Voice/TTY); Fax: 503-838-8228;
e-mail: nwoc@wou.edu; Web site: http://www.wou.edu/nwoc. Document Type: Directories
(132)
EDRS Price MF01/PC01 Plus Postage.
This publication describes assistive devices to help convert auditory signals
to signals that are accessible to persons who are hard of hearing, deaf, or
deaf-blind. Introductory material describes the four regional centers making
up the Postsecondary Education Programs Network. Each descriptive page includes
photographs and prices as well as examples of uses of particular devices. Descriptions
cover telephones, door announcers, timers, alarm clocks, remote devices, hearing
dogs, and automobiles. Some of the specific items described are flashing lights
(for ringing telephones), telephone jacksplits, the doorbell, timers, alarm
clocks, smoke alarms, crib monitors, door announcers, audio alarms, motion sensors,
personal receivers, Web sites for information on hearing dogs, automobile emergency
vehicle alert, turn signals, mirrors, and mobility reimbursement programs. Other
information includes guidelines for evaluating one's needs, alternative sources,
and relevant statutes. Further information including detailed contact information
for the Northwest Outreach Center completes the publication.
Descriptors: Accessibility (for Disabled); Assistive Devices (for Disabled);
Communication Aids (for Disabled); Deaf Blind; Deafness; Equipment; Hearing
Impairments; Safety; Telephone Communications Systems
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