Giving Children a Voice With Assistive Technology – Part 2

A previous blog discussed the general process for who completes an assistive technology (AT) assessment and what to look for during this process. In part two of this AT series, let’s discuss the next steps for incorporating AT into the child’s school day. If a child qualifies for AT services, the school creates an IEP with AT as one of the related services or adds AT services to an existing IEP. Who provides the AT services? As discussed in part one, two speech-language pathologists usually work together to help the child use AT. An SLP trained in AT collaborates with the school-based SLP, who regularly works with the child. In addition, a third SLP might participate in the implementation process if the child receives private services outside of school. The AT specialist who completed the assessment helps create and oversee an implementation program. However, the school-based SLP works with the student’s teacher and other school staff to implement the AT system on a daily basis. The school-based SLP also instructs parents how to use the AT system at home. How do we know what type of a system or device to use with the child? The data gathered during the assessment helps determine the most beneficial type of system for the child. If the recommendation is for a high-tech device, such as a computerized speech-generating device (SGD), start with a trial period. The trial period allows everyone on the team to decide if the selected device meets the child’s communication n...
Source: American Speech-Language-Hearing Association (ASHA) Press Releases - Category: Speech Therapy Authors: Tags: Speech-Language Pathology Augmentative Alternative Communication Language Disorders Speech Disorders Source Type: blogs