FREQUENTLY ASKED QUESTIONS

- What is Assistive Technology?

- What are the benefits of using AT with my child?

- Is AT for "ALL" children?

- Is my child too young for AT?

- Where can I find out more about AT and see some products?

- How do I start using AT with my child?

- We're always busy, how can this fit into our lives?

- My child is near age 3 or over, did I miss the window of learning opportunity?

- If my child uses AT now-- will he always have to use it?

- If my child uses AT -- are we giving up on his doing things independently?

- Will using AT make my child look "more different"?

- Where can my child use AT?

- Does my child need to "be ready" to use AT?

- What is Assistive Technology? back

AT makes it possible for a person with a disability to perform tasks and participate in everyday activities in different ways. It is any item, or piece of equipment, that helps a person do something that his or her age appropriate peers can do without the assistance. Examples: A wheelchair used for mobility, a communication device to speak, digitized books or Braille to read, hearing aides to hear, or an oversized switch to activate a toy. (Click here for the legal definition http://section508.gov/docs/AT1998.html found in the AT ACT of 1998, and in the Individuals with Disabilities Education Act)

- What are the benefits of using AT with my child? back

Rather than waiting for skills to develop, AT provides alternative means to learn and grow, and to share in the same childhood experiences that are valuable to all children. Example: Picture a two year old taking the lid off a jar of peanut butter. Even if the lid is stuck, they will be likely to say "myself", or "I do it myself". Children with disabilities have the same desire to do things for themselves. Independence is great for self-esteem. Assistive Technology can enable children with disabilities to have similar experiences that build self-worth and esteem. It may take extra time, funding, patience and/or perseverance, but it's worth it.

- Is AT for "ALL" children? back

Assistive technology items can be used with every child. For children with disabilities they help, or make it possible, to perform tasks and activities in different ways. The same items can often help other children without disabilities perform tasks easier, or keep them safer. The point at which an item is needed to perform a task, that a child's disability limits him or her from doing, is when an item is considered AT. Examples: A variety of products like choice boards, devices with speech output, and pictures can be used to communicate in ways other than speaking. Children without disabilities may be able to communicate more effectively or quicker pointing at pictures. The pictures become AT to the child who otherwise would not be able to communicate without the pictures. Children with physical disabilities may use technology to help them move about, eat, play, or participate in school. Items such as adapted markers, cup holders, Velcro, oversized knobs, handrails, and puzzles with handles are AT when they help a child with a disability do a task independently. However, these same items could also make the tasks easier for other children too.

- Is my child too young for AT? back

No, your child is never too young for AT. Simple as that! Your infant/child has probably being using a form of AT since shortly after birth. You may not have recognized it. Anything used to aid your child in accomplishing a task or participate in an activity can be AT. Examples: Plastic links that prevent a toy from falling off a highchair tray, keeping it within the reach of a young child; Velcro that holds a bowl full of Cheerios on the table, so it doesn't get knocked off.

- Where can I find out more about AT & see some products? back

Ask your child's early interventionist, speech therapist, occupational therapist, physical therapist, etc. If your child is not seeing a therapist, look for Assistive Technology on the Internet. Visit a sampling of websites listed in our resource guide, which can be viewed by each state. There are excellent articles and books on Assistive Technology. Look our "RESOURCES and LINKS" section. Talk to other parents, disability organizations, or service providers. Connect with a Parent-to-Parent organization in your area, or look in the blue pages for disability groups that you could talk with, or who could refer you to others. Look for ideas in our "TIPS and ACTIVITIES" section. It may help you to start figuring out how AT can fit into your child's, and family's lives.

- How do I start using AT with my child? back

Think of something you want your child to be able to do. Once you have something in mind, brainstorm with your therapists. Post it on the "ASK US - IDEA EXCHANGE" section of our website. Talk to other parents. It is important to talk with other parents because they often have awesome ideas. Be prepared to make mistakes. If you try one thing and it is not working don't give up. Try something else. Some parents have closets full of good ideas that didn't work. The beauty is that you only need one good idea that "does" work. Try out low-tech items, such as an oversized grip for your child to hold a toy, and consider high-tech devices such as remote controls, or synthesize speech devices.

- We're always busy, how can this fit into our lives? back

(1) Pick an activity that your child and family already do. Use AT to enhance it. Example: All children eat, whether by conventional or unconventional methods. During meals there are natural opportunities to practice communication and other skills. You can model, or have your child use picture boards, or switches with speech output to say things like "I want more", "I want a drink", "I'm finished", "Yuk" or "Yummy". A weighted spoon can sometimes provide the needed feedback for a child to more accurately control a utensil. Handle grips may allow a child to hold a cup. A rubber mat or Velcro can help prevent items from sliding off a table or tray.

(2) Pick an activity that you want your child to do, and look for natural occurring opportunities in your daily lives use AT for that activity. Example: You would like your child to have control and choices in his surroundings. Provide your child with toys that he can operate independently through a switch to make the toys play music, light up or pop up, etc.. Think about times during the day (bath, bed, play, meal times, driving in the car) where integrating this activity would enhance that time. Then be sure to consistently have the object/toy available at those times and when other opportunities arise to use it.

- My child is near age 3 or over, did I miss the window of learning opportunity? back

Parents may fear that their child missed the opportunity to learn in the early years, and that there is no way to go back and make it up. One pediatrician responded to this concern by saying, "What if we all stopped learning at age 3, can you imagine what shape we would be in! Shoot for age 21, Rome was not built in a day." There may be more time and opportunity than you first think. Start wherever you are right now. Example: A girl was given a communication device for the first time at age 14. Before that, she had very few opportunities to communicate or participate in her world. The first thing she said on her device was "I love you, Mom". This story is one that mothers love to hear. It demonstrates that you can start using Assistive Technology at anytime and wherever you are at. Each step is progress.

- If my child uses AT now-- will he always have to use it? back

No. Studies show that Assistive Technology aids children in accomplishing tasks but does not prevent them from achieving their skills.

- If my child uses AT -- are we giving up on his doing things independently? back

No. AT helps a child be more independent today, rather than relying on others to help. It does not inhibit a child from acquiring skills that have not yet emerged. Example: A child may use a computer to learn to spell before he can hold a crayon. If he has the potential, he may still learn and acquire the skill to manipulate crayons regardless of the use of the computer.

- Will using AT make my child look "more different"? back

Some parents are very sensitive to this. You may feel your child has enough challenges and you don't want to make him or her appear any more out of the ordinary. Some equipment "can" look intimidating at first. However, younger children are less likely to make a big deal of differences. They tend to be more accepting and less judgmental. If your child continues to use AT as he gets older, it can become just a part of who he is for those who knew him from an early age. Once a child uses an AT device, people around him or her often become impressed, interested and/or excited about the child's interactions and participation. The outcomes from using a device can create a different perception of the child that overshadow any initial fears or awkwardness. It;s important to address your fears by becoming proactive and solution oriented. Talk to others and educate them on how to be more sensitive to your child's needs and how to interact with him. Plan ahead. The more others get to know and understand your child, the more he will be welcomed and accepted for who he is.

- Where can my child use AT? back

AT items may be, and should be used in a variety of settings. AT can be used in all the typical places that your child and family would be if your child did not have a disability. Some AT, such as handrails, ramps, adaptive knobs, remote controls, etc. may be attached and/or unique to a setting, other AT may be unique to an activity. For a child who uses AT to perform or assist in a daily life skill, such as communication, mobility, learning, playing or self-help, that AT should accompany the child throughout the day to be used as needed.

- Does my child need to "be ready" to use AT? back

No, your child does not need to "be ready" to use AT, but he should have the desire to perform a task, and the child's abilities and needs should be considered in the selection of AT items. Example: If a child is interested in communicating, technology for communicating should be provided and the support to learn how to use it. Consideration of the child's motor and visual skills should be taken into account when selecting AT devices to try. He should also be provided with appropriate modeling and training for use of the AT.