ERIC Number: ED333678
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
Early Childhood Special Education, P.L. 100-407, and Assistive Technology: Strategies and Implications for the Classroom Practitioner.
Parette, Howard P., Jr.
This paper discusses implications of assistive technology for teachers or early intervention professionals who are seeking to optimize the educational experiences of children with disabilities. The paper considers the role of the Federal Government in Public Law 100-407, which establishes a grant program for statewide delivery of assistive technology, and examines implications for state technology planning. It then describes Technology Access for Arkansans, a project which conducted a statewide needs assessment of the technology and related services needs of 206 infants and young children (0-5 years) with disabilities. The needs assessment determined levels of satisfaction, expenditures for assistive technology, travel practices to acquire assistive devices, and funding sources. Issue areas emerging from the needs assessment included computer technology, centralized information, decentralized services, expanding the usage of existing funding options, hands-on experience with devices prior to payment, and transportation. Implications for teachers and early intervention professionals include their changing roles concerning assessment, acquisition, and use of assistive devices. These new roles require recognition of ethical issues, use of a team approach, and matching the technology with the individual. The paper concludes with specific suggestions for delivering assistive technology services. (Includes 58 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Guides - Non-Classroom; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the Council for Exceptional Children (69th, Atlanta, GA, April 1-5, 1991).