Assistive Technology for Parents with Disabilities

Home , Audible (service), Lift chair, Mobility aid

AssISTIVE TECHNOLOGY FOR p ARENTS WITH DISABILITIES

A Handbook for Parents, Families and Caregivers

Promoting successful parenting through access to technology for Idaho's parents with disabilities Acknowledgments This handbook was written and compiled by the Idaho Assistive Tech nology Project. We wish to thank the Idaho State Independent Living Council (SILC), RESNA, Through the Looking Glass, Parents with Dis abilities Online, and the North Dakota Interagency Program for Assistive Technology for technical information and research supplied for prepara tion of this document. Special thanks and commendation to Kelly Buckland of SILC and to the 1999 Committee for Fathers and Mothers Independently Living with their Youth (FAMILY). Illustrations by Sarah Moore, Sue House and Martha Perske Design by Jane Fredrickson

Purpose of Handbook This handbook was developed to provide information about assistive technology for Idaho families in which one or both parents have a dis ability. It provides information about legislation, availability of assistive technology to assist with parenting, funding avenues, and resources for parents with disabilities.

The Idaho Assistive Technology Project is Contract #H224A20017 with the National Institute on Disability and Rehabilitation Research (NIDRR).

Written and compiled by LaRae Rhoads and Ron Seiler Idaho Assistive Technology Project Center on Disabilities and Human Development University of Idaho Moscow, Idaho 83844 April 2003 Ta b l e o f Co n t e n t s Inside front cover Acknowledgments Inside front cover Purpose of Handbook

3 I. The Importance of Assistive Technology for Parents with Disabilities 4 What Is Assistive Technology? 5 Legislation Related to Assistive Technology and Individuals with Disabilities 6 National and State Research Statistics on Parents with Disabilities 7 Policy Change in Idaho Code 8 The Parent Support Project 9 Idaho Child Protection Bill of 2003 11 II. Examples of Assistive Technology (AT) for Parents with Disabilities 11 Possible Areas of Need for Assistive Technology (AT) 12 Assistive Technology for Parents with Physical Disabilities 21 Assistive Technology for Parents with Cognitive Disabilities 24 Assistive Technology for Parents with Sensory Disabilities 27 Computers and Computer Access 28 Switch Technology: A Key to Access and Independence 30 Universal Design for Learning and Electronic Information Access 31 Home Modifications 43 III. Guidelines for Selecting Assistive Technology (AT) for Parents with Disabilities 43 The Assessment Team 44 The Needs Assessment and the Assistive Technology Evaluation 47 IV. Acquisition of Assistive Technology for Parents with Disabilities 47 What Is Advocacy? 48 Training for Parents with Disabilities, Families and Care Providers 49 V. Funding Assistive Technology (AT) for Parents with Disabilities 49 Guidelines for Developing a Funding Request 53 Major Funding Sources for Assistive Technology 57 VI. Assistive Technology (AT) Resources for Parents with Disabilities 57 Idaho State Agencies, Organizations and Resources 64 National Organizations and Conferences 68 Books, Catalogs and Publications 71 Electronic Resources and Web Sites 77 VII. References

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 1 2 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Th e Im p o r t a n c e o f As s i s ti v e Te c h n o l o g y f o r Pa r e n t s w it h Di s a b i l iti e s

I Parents with disabilities have the same universal goals and desires for their children as other parents. They want to provide their children with a loving, safe home and to participate fully in their children’s daily lives. They want to prepare meals, help with homework, and play games with their children. An emerging resource for parents with disabilities, who are attempting to maintain their families, is assistive technology devices and services. Assistive technology redefines what is possible for parents with disabilities who are striving to protect, care for and improve the safety, health, and well-being of their children. Devices for diapering, play, feeding, mobility, safety, and hundreds of other commercially available devices can increase the ability of parents with disabilities to provide a loving and nurturing home. However, in Idaho (and no doubt elsewhere), families in which one or both parents have a disability face significant barriers to the acquisition of assistive technology. Publicly funded agencies such as Medicaid, Voca- tional Rehabilitation, and schools, typically fund devices that can be used for medical, vocational, or educational purposes, but will not always fund devices that are strictly used for “parenting”. As a result, many families who could benefit from using these devices do not have access to them. Barriers to the acquisition of assistive technology faced by parents with disabilities are listed below. ■ Lack of funding for adaptive technology; ■ Lack of commercially available adaptive parenting devices; ■ Lack of needed experience and training for Idaho’s service providers to meet the unique technology-related needs of parents with disabilities; ■ Lack of adaptive equipment which potentially undermines an appropriate evaluation of parental capability and the parent- infant (or child) relationship. Combined, these barriers are preventing parents with disabilities from obtaining and using assistive technology.

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 3 What Is Assistive Technology?

The Technology-Related Assistance for Individuals with Disabilities Act (TECH ACT), defines AT in two parts: assistive technology device and assistive technology services. Assistive technology device means 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 the functional capabilities of individuals with disabilities. Hand brace AT can be simple or complex. The federal definition is very broad and (Universal Design) has been interpreted to include such items as Velcro, adapted clothing and toys, computers, seating systems, powered mobility, electronic communication systems, and thousands of other commercially available or home made items. Assistive technology service, as it appears in the TECH ACT, means any service that directly assists a person with a disability in the selection, acquisition, or use of an assistive technology device. Assistive technology services include: a. evaluating the technology needs of an individual with a disability, including a functional evaluation of the individual in his/her customary environment; b. purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices for individuals with disabilities; c. selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology devices; d. coordinating and using other therapies, interventions, or services with assistive technology (AT) devices, such as those included in the Individualized Educational Plan (IEP) or the Individualized Written Rehabilitation Plan (IWRP), associated with existing education and rehabilitation plans and programs; e. training or technical assistance for an individual with a disability or, if appropriate, that person’s family; and, f. training or technical assistance for professionals including individuals providing education services, or other individuals who provide AlphaSmart portable word services to, or are otherwise substantially involved in the major life processor (for input only) functions of a person with disabilities.

Assistive technology (AT) is not provided by law to parents with disabilities for the purpose of parenting; however, an individual with disabilities may receive AT for the purpose of gaining independence, or for educational, medical, and vocational purposes. If a child in the family also has a disability, the evaluation team must give consideration to the AT

4 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s needs of the child across his or her educational environment, which may include school, home, and community. Parents with disabilities could benefit from AT devices in a number of ways to assist them in taking an active part in properly caring for their children. Using universally designed educational materials and a computer, a blind father could use a “Assistive technology Braille format to help his young child with a science project. A mother with cerebral palsy could use an augmentative communication device to can be designed by discuss a reading assignment with her child. A mother with a cognitive a mother or an engi- disability could use a portable electronic organizer to remind her of the neer.” baby’s feeding schedule. –Hatten

Adapted infant/toddler carrier for wheelchair (Malka’s carrier)

Legislation Related to AT and Individuals with Disabilities The explosion of assistive technology innovations and practical applications is having a positive impact on the lives of individuals with disabilities, regardless of age or disability. Evolving over time, federal and state law has established and broadened the legal support for the use of assistive technology in gaining access to the community and to meaningful employment. However, these laws do not directly address the assistive technology necessary for parenting with disabilities. Federal laws that apply to AT and may have an impact on parents with disabilities are briefly described on page 6:

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 5 Legislation Related to AT and Individuals with Disabilities

1990 The Americans with Disabilities Act (ADA, PL 101-336) provides a comprehensive mandate to eliminate discrimination against individuals with disabilities in employment, public services, and public accommodations. 1997 The Individuals With Disabilities Education Act (IDEA ‘97, P. L. 105-17) re-authorizes the IDEA, incorporating previous laws, amendments and policies. Significant amendments clarify and strengthen the mandate to consider assistive technology for any child with disabilities, ages birth-21. It includes specific requirements to make assistive technology devices and services available across all educational settings: school, home and community. 1998 Rehabilitation Act Amendments of 1998 (Rehab Act, PL 105-220) Section 504 (Nondiscrimination) does not provide individual funding. It is a broad civil rights statute that requires equal access and equal opportunity to persons with disabilities (nondiscrimination). Section 504 supports the legal right to assistive technology in public settings if that technology is needed to ensure equal access to the full range of programs and activities, ie, wheelchair ramps or lifts for individuals with physical disabilities. Section 508 (Access to Federal Electronic Information Technology) requires federal agencies to ensure the accessibility of electronic information technology to federal employees with disabilities and members of the public (individuals with disabilities) seeking to use federal elec tronic and information technology. 1998 Assistive Technology Act of 1998 (TECH ACT, PL 105-394) re-authorizes the 1988 TECH ACT which provides AT grants to the states to assist all persons with disabilities to learn about, use, maintain, adapt, acquire and upgrade AT. It defines assistive technology (AT) in two parts: assistive technology device; and assistive technology services. Since 1988, many laws related to individuals with disabilities have incorporated these same definitions. For information regarding the provision of AT under state and federal laws, call the Idaho Assistive Technology Project at 1-800-IDA-TECH voice/ttd (1-800-432-8324) or see the web site: www.educ.uidaho. edu/idatech.

National and State Research Statistics on Parents with Disabilities

Across the United States, the issue of parents with disabilities taking care of their own children is a problem that, until very recently, has not been specifically addressed in federal or state legislation. There is very little chance that a funding agency will provide needed AT for parents with disabilities for the purpose of taking care of children. In fact, in many cases, the appropriate AT for child care does not exist. Parents with disabilities, who are already economically disadvantaged, must make or adapt their own child care equipment and pay for it themselves. Many go without. Based on estimates from the 1993 Survey of Income and Program Participa-

6 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s “It is not a person’s tion (SIPP), in the United States, about 6.9 million adults with a disability are parents. This number represents about 11% of the total estimated disability that inhibits population of 57.9 million parents and about 30% of the 23 million disabled his capacity to provide adults between the ages of 18 and 64 years (Toms-Barker and Maralani, a stable and loving 1997). Expressed another way, 10.9 percent of all American families with children include at least one parent who has a disability. These families home for children, are a diverse group including parents with physical, cognitive, and rather it is a lack of sensory (visual and hearing) disabilities. Compared to parents without disability related sup- disabilities, parents with disabilities were found to be economically and educationally disadvantaged, reporting lower incomes, higher rates of ports that results in an public assistance, higher high school drop-out rates and lower college unstable home envi- attendance (National Resource Center for Parents with Disabilities). ronment.” Information about parents with disabilities who reside in Idaho is scarce. —Buckland There are an estimated 14,750 families in Idaho in which one or both parents have a disability. Beyond that, not much data is available. Kelly Buckland, of the Idaho State Independent Living Council (SILC), states that families in which one or both parents have a disability face significant barriers as they attempt to rear their children. These barriers include: • attitudinal barriers including discrimination; • a lack of information about parenting adaptations; • the increased risk for secondary injury that limit their roles in parenting and increase their need for personal care assistance or dependence on a non-disabled family member; • the exclusion from public policy considerations; and, • a lack of disability expertise in current service systems.

Grandparents as Parents There has been a significant jump in the number of Idaho grandparents raising their children’s children. The 2000 census shows that 16,000 children across Idaho live with their grandparents, an increase of seventy- seven percent in the last decade. Grandparents as Parents (GAP) is represented on the Committee for Fathers and Mothers Independently Living with their Youth (FAMILY) to promote policy reform concerning child custody, adoption, and discrimination against parents with disabilities. Grandparents with disabilities, who are raising grandchildren, could benefit greatly, from the policy reforms as well as assistive technology, not only for parenting, but for age related disabilities.

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 7 Policy Change in Idaho State Code

Idaho has led the way in changing state codes that affect parents with disabilities. To promote policy reform concerning child custody and adoption in Idaho, the State Independent Living Council (SILC) established the Committee for Fathers and Mothers Independently Living with their Youth (FAMILY). The goal of the committee was to create a consistent process to guarantee that no parents will lose custody of their children solely because they have a disability. The committee worked with the Idaho State Legislature to remove from the current law any inappropriate disability language; and, to build into current law protections against discriminatory actions solely because of a parent’s disability in child custody proceedings, divorce, termination of parental rights, and adoption. The third goal was to create a support fund that will pay for the necessary services to support parents with disabilities. As a result of the work of the FAMILY committee, two new state laws (the first such legislation nationwide) were adopted in Idaho in 2002.

• House Bill 577 establishes parental rights for persons with disabilities. It prohibits discrimination against parents with disabilities in child custody matters. • House Bill 579 gives parents with disabilities rights in court proceedings in adoption, termination of parental rights and guardianship hearings. It prohibits discrimination against parents with disabilities.

Although these amendments to Idaho Code include no funding provi- sions, they are of great significance in breaking down barriers and eliminating stereotypes surrounding parenting with disabilities. Many parents with significant disabilities provide excellent care and stable homes for their children with the assistance of family, friends and neighbors.

The Parent Support Project In 2000, the Idaho Department of Health and Welfare funded the Parent Support Project. This twelve month pilot project was established to provide adaptive devices and related services to parents with disabilities in order to help them maintain their families. It provided adaptive devices to a total of 163 Idaho families with an average of $5,828 per family. The adaptive technology included adaptive strollers and specialized children’s car seats, baby cribs, minor home modifications in bathrooms and kitchens, adaptive kitchen aids.

8 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s “Programs like this In addition, the Parent Support Project provided parenting skills training (reading, teaching, playing, and comforting; basic first aid, child proofing are only the first step the home, and household chores). It also provided consumer advocacy toward changing training to parents, and training to the parents and professionals on using society’s attitudes and AT. The results of the Parent Support Project underscore the tremendous potential of adaptive technology for helping parents with disabilities to the laws concerning maintain their families. the fitness of disabled parents. Most of us do not have the resources Idaho Child Protection Bill of 2003 to even dream of pur- The 2003 Idaho Legislature passed House Bill 160a and House Bill 167a changing Idaho custody and child protection laws which were his- chasing the needed torically biased against parents with disabilities. Idaho laws repeatedly technology to be bet- referenced having a disability as a factor in the ability of parents to effec- tively raise their children. House Bill 160a amends language in custodial ter parents and most statutes to protect parents with disabilities from losing custody based on other programs do not their disability. House Bill 167a does the following: provide assistive tech- • removes from current child protection law inappropriate disability nology for parenting.” language; –A Mother • builds into current law protections against discrimination actions because of a parent’s disability in child protection legal proceedings; • builds in language that grants the parent with a disability the right to present evidence and information regarding the manner in which the use of adaptive equipment or supportive services will enable the parent to carry out the responsibilities of parenting the child; and, • creates an evaluation system that is consistent and takes into consideration the use of adaptive equipment and supportive services. House Bill 167a could have a positive impact on an estimated 14,750 Idaho families. The Idaho Department of Health and Welfare (IDHW) antici- pates training staff and community partners to implement the legislation. However, this state law does not provide monetary support for adaptive equipment or services for parents with disabilities.

You can access links to the federal/state legislation and other information about AT directly through the Idaho State Legislative web site: www.state.id.us/legislat/legislat.html or Idaho Assistive Technology Project web site: www.educ.uidaho.edu/idatech or call 1-800-432-8324 for written information.

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 9 10 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Ex a m p l e s o f As s i s ti v e Te c h n o l o g y (AT) f o r Pa r e n ti n g w it h Di s a b i l iti e s

For years, parents with disabilities have been making do without any specialized child care equipment or by using homemade adaptations to II make parenting easier. Even with the explosion of new assistive technology, there are very few commercially made items that meet their needs. “I do not believe that Two problems parents most often report are their frustration about the lack of information presented in accessible formats and supportive guid- the strength of a fam- ance to help them prepare for parenthood. Many parents with disabilities ily can be evaluated describe the need for equipment for carrying and transferring infants and toddlers. Parents with older children describe the need for technology unless parents have and adaptive equipment to support their involvement in their children’s the tools that will al- educational and recreational activities. Items that promote safety in child low them to interact rearing are also extremely important to them. Home modifications that make a parent with disabilities more independent are critical to both the with their children safety of the adult and child, and the ease of parenting. in order to develop a Although simple, low level technology is often the best solution, much of healthy relationship.” the new, advanced technology is very effective and easy to use. Newly —Seiler engineered and/or adapted child care equipment is beginning to make an impact upon the success of parents with disabilities. Universally designed technology and equipment that can be used by people with varying skill levels also offers great promise. As with many parents, general parenting classes as well as those unique to parents with disabilities promote success for the families.

Possible Areas of Need for AT

Assistive technology (AT) may impact many areas of an individual’s life. The AT considerations for any person will be influenced by his/her needs and skill levels; and, by family goals, needs, desires and comfort level. AT and adapted child care equipment can give the family more options about child care roles. Families decide upon the division of tasks that can help the parent with a disability save energy for other activities and reduce the possibility of additional injury. The following examples of AT are possible solutions for parents who have cognitive, physical, or sensory (vision and hearing) disabilities. The major section focuses on specific examples of AT and adapted baby care equipment that will aid in successful parenting.

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 11 AT for Parents with Physical Disabilities

Parents with physical disabilities may have conditions that range from mild to significant: back and neck conditions, spinal muscular atrophy, cerebral palsy, multiple sclerosis, post-polio, or other. The range of physical problems includes severe back problems, limited hand and arm function/ strength, body weakness, and balance and coordination.

AT Devices to Aid Positioning/Seating, Mobility and Communication ■ Techniques for Making Tasks Easier Schedule daily activities for efficient use of time and energy (order, location) Modify task into smaller steps based on strength and energy level Use assistance from non-disabled family member or care giver

■ AT Devices/Services for Positioning/Seating Nonslip surfaces on chair/table (Dycem), lap trays, equipment mounts; Neck braces, body braces, leg or arm splints, straps, trays Crescent-shaped cushions, positioning pillows, sand bags, bolster, rolled towel Blocks for chair feet; floor sitters, custom chair inserts, portable feeder seats Adaptive table or desk, adaptive or alternative chair, rocking chair, bean bag chair Custom fitted wheelchair or insert; sidelyer; standing aid or stander Adjustable work table ■ AT Devices/Services for Mobility Grab bars and rails; crutches/canes; walkers, self propelled walkers w/straps, trays, and safety equipment; manual wheelchairs, power wheelchairs with joystick or other control, manual sports chair; powered recreation vehicles (GoBot, tricycles, bikes, scooters); manual or powered strollers with seating/safety adaptations, custom inserts Adapted vehicle for driving Exercise/gross and fine motor activities using air mats, balance boards, large balls, rockers, swings, scooters

12 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s ■ Safety Helmets, chin guards, knee and elbow pads, splints, safety/security straps

■ Mobility Aids for Vision Needs Long white canes; electronic image sensors (vibration); telescopic aids (navigating the home, daycare center or playground, reading signs, or spotting landmarks); talking traffic or landmark signs

■ AT Devices/Services for Augmentative Communication Speech enhancing devices (amplifiers, clarifiers), speaker-telephone (hands-free) Object based communication displays (miniature objects), communication board/book/wallet with pictures/objects/letters/words; eye gaze board/frame Simple voice output device/talking switches (BIGmack, Cheap Talk, Voice in a Box, MicroVoice, Talking Picture Frame) Pre-recorded messages (tape recorder, One-Step Communicator or Step-By-Step Communicator); voice output device w/icon sequencing (Alpha Talker II, Chatbox, Vanguard); voice output device w/dynamic display (Dynavox, Speaking Dynamically w/laptop computer (Free- LightWRITER augmentative style) communication device with Device with dedicated augmentative communication devices; speech forward facing display synthesis for typing (Link, talking word processing on laptop) Integrated computer based augmentative communication solutions with adaptive input Forward facing display (Light WRITER ZYGO); infra-red Link

Adaptive Baby Care Equipment for Parenting With Physical Disabilities Parents with physical disabilities encounter many problems which may include inaccessible child care surfaces for wheelchair users, inability to lift toddler or transfer infants/babies, inaccessible play surfaces, limited ability to play with child on floor. Cribs may be inaccessible to parent with back injuries or to parent in wheelchair. Most of the products listed here are from Through the Looking Glass, an organization that, since 1982, has helped develop, test, and promote the use of adaptive parenting equipment and model early intervention services which help both parents with disabilities and babies with disabilities. The products are customized to meet the individual needs of parents. As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 13 ■ Adapted Holding, Carrying and Transfer Devices Multiple use infant sling seat and tray attached to front of power wheelchair: Infant Care Tray, Baby Care Tray, larger for older child Baby seat for wheelchair for parents with coordination issues or extra- neous movements: Baby Seat Attachment for Power Wheelchair Safety belt for securing baby to parent’s lap: Parent-child Seatbelt with latching options for varying arm strength Devices for lifting, transferring, carrying or holding babies: Baby Care Tray and Docking System independently supports baby within close proximity to parents, enables parent to attach/detach carrier from front of wheelchair; Fanny (Lap) Pack Baby Carrier allows child to sit at 90 degree angle on parent’s lap and brings child higher up on parent’s lap (commercially made wide fanny pack stuffed to provide seat or ledge) Carrier for parents with manual wheelchairs: Lap-free Baby Carrier (carries baby between legs) Carrier for parent who uses a walker: Baby Carrier for Walker, trans- ports child, provides support for parent while walking, and functions as highchair for feeding (adapted baby car seat attached to seat struc- ture of four wheeled walker originally designed with seat for adult to rest on) Safety harness that allows parent to lift child with forearm support, hands, and mouth: Lifting Harness to distribute child’s weight evenly among parent’s arms, head and neck, and trunk Carrier that allows parents to keep arms and legs free: Wheelchair In- Baby harness for lifting (TLG) fant/Toddler Carrier: Gerry brand back pack with steel frame attaches to adjustable wheelchair armrests, designed by Yossi Mor, Israel (See www.disabledparents.net/malkascarrier.html) Steps for toddler to climb onto parent’s lap: Climb-up Step for manual wheelchair with heavy Velcro straps that fasten to manual wheelchair frame; Climb-up step for Power wheelchair: wood step and metal bracket, attaches to front horizontal brace of power wheelchair Carrier for parents who fatigue easily, have back pain, difficulty with balance, or use walker or crutches: Baby Care Rollator that is adapted from Chicco Rocker Bouncer Seat attached to four-wheeled walker

■ Adapted Stroller Infant carrier, infant stroller and sling stroller for infants up to 20 pounds

14 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Stroller for parent who cannot bend and lift: Eddie Bauer Travel System mounted higher than standard stroller (can be used by parent in place of walker or crutches) ■ Adapted Car Seats and Safety Belts Century 4-in-1 is an all-in-one car seat Car seat with customized car seat release mechanism for people with limited dexterity: Gerry Guard SecureLock Car Seat with straps attached to back and to safety bar and when in place, are fastened like a safety belt between baby’s legs; fastener has a one-button release

Baby Bottle Wrap (TLG) ■ Adapted Devices to Aid Feeding/Nursing Bibs with Velcro fasteners or pull-over style, rubberized plastic bib with front pocket to catch spills and easy-to-use hook closure by Baby Bjorn Feeding splint for parent’s wrist (limited or no grasp), adapted feeding spoons, bowls, cups, Dycem to prevent slipping Baby bottle with velcro wrap, Easy-to-Hold bottle with oblong opening in middle (bottle does not have to be held up) Talking baby thermometer Adapted Boppy or nursing pillow, soft sleeve cover for prosthetic arm Adapted baby sling for people who use canes or crutches or wheelchairs: (Over-the-shoulder-Baby Holder: Baby sling allows for natural positioning of baby for carrying or breast feeding, allows for even balancing of baby while carrying Adapted carrier for varying positions of infant or toddler: Turnabout Baby Carrier for baby in a variety of positions, front facing in, out, or sideways, which offers breast-feeding support; has minimal number of fasteners for easy use Playskool 1-2-3 High Chair adjustable to several heights and positions for feeding baby and lifting from a seated position Adapted highchair with tray that swings open to one side: Peg-Pergo model with adjustable seat height and wide base (accessible to most wheelchairs) Adapted tray-locking system: a “flip lock” for one hand use, a paddle locking system for parent with limited to no hand grasp “Easy Up” steps for high chair Highchair steps for toddler to climb into highchair: top step is even or changing table (TLG) with standard highchair seat with lockable wheels attached at bottom of unit, custom built

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 15 Wooden safety steps: Easy Up Steps (attach to the leg and top of changing table; it includes door and latch that parent must unlock. For safety, parents and child MUST use any steps, together.

■ Adaptive Bathing Equipment for Babies Adapted baby bathtub: Century Cuddle Tub with removable sling and contour headrest; Gerry baby bathtub with infant insert secured to moveable serving cart or other accessible surface for wheelchair users Baby bathtub fitted with hose that fits sink faucet (portable dishwasher hose), and hose that drains into sink or toilet Bath Visor to keep soap and water out of eyes while washing hair (Gerry Evenflo Bath Visor), absorbant headband with ear guards

■ Adapted Diapering/Dressing Surface Adapted diaper changing surface and changing pad with safety strap to secure child: use card table, office corner desk, desk with open shelv- ing on one side for supplies; should be high enough and wide enough for wheelchair users Adapted Childcraft changing table, TM model for wheelchair users: Flip-top provides changing surface and wheelchair accessibility, Velcro adheres changing pad and safety strap to flip-top Adapted baby bathtub (Century Cuddle Tub, TLG) Adjustable changing table for multiple use: Kinderkraft Convertible Changing/Art Table allows for placement of changing surface at varying heights, converts into table or desk for child later Climb-up changing table with pull-out steps from Torelli/Durrett Diapering Pad for any changing surface: Homemade pad (soft, safe, waterproof surface) one-inch thick foam with antibacterial vinyl-coated nylon secured to diapering surface, and safety strap of 1 1/2 inch wide nylong webbing sewn to pad; commercial diapering pad: EZ Changing Pad with foam cushion scooped out in center and Velcro safety belt, Simmons Contoured Diaper Pad Safety strap with waist and crotch fastener, Adapted Parent-Child Seat Belt used for safety strap Wheelchair backpack: Advantage Bag Co. Super Pac, Model SP 1000) roomy, many pockets for bottles, other baby accessories, has several options for carrying, quick release wheelchair handles, carrying handle, shoulder strap

16 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s “Perhaps a parent can Toys to hang above changing table: Changing Table Mobile suspended from arm that swings out of parent’s way during transfer of child (at- feed and diaper the tachment for a variety of age appropriate toys to be kept out of reach baby, but is unable of children) to lift the baby from the changing table to ■ Adapted Diapers and Clothing the floor. A lifting Disposable diapers for use by parents with limited dexterity: Hug- harness or a transfer gies Supreme Diapers with Velcro closures (easier than adhesive tape board may be the solu- closures) tion.” Disposable diapers for parents with little hand strength or dexterity Diaper finger loops (create loops made of packing tape on disposable –An Assessment diapers with Velcro closures) Team Member Diaper wraps with finger rings for cloth diapers: Pre-plan number of cloth diapers and diaper wraps and attach key rings to the wraps for easier grasp of the tabs, modify wraps by adding tape to make securing diaper easier (requires several diaper wraps and help from person without disability to add rings to the wraps) Clothing with zippers or few snaps, or no fasteners, clothing that is larger size, pullover tops with V or scoop neck, mittens with Velcro closure, bunting bag with double zipper to facilitate diaper changing; cape with hood, no sleeves

■ Adapted Cribs and Play Space for Infant or Toddler Adapted crib with customized crib gate and safety latches: Full Side- Away Crib (entire side of crib slides sideways to open position); Half Side-Away Crib (half of side of crib slides sideways to open position); Paddle latch for people with weak grasp, Male/female latch for easy use Portable crib/bassinet accessible for most parents: Bedside Co-Sleep- er Custom playpen/crib: Play/Care Center (high enough for wheelchair users, provides safe surface for play with child, changing, feeding or napping; can be used as enlarged playpen where child can be left alone for brief periods. Requires adapted crib gate that can be closed BEFORE parent moves away from side of play center Adapted crib gate of heavy guage clear vinyl that slides under play/ Adapted walking security care center when opening; Gate is raised and lowered by pushing down strap (Basic Comforts on paddle and sliding a wooden block along a horizontal channel (Gate “Tag Along”, TLG) can be utilized with a crib and meets U. S. Consumer Product Safety Commission (CPSC) regulations.)

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 17 Adapted safety gates for doorways or stairs: One handed release (Super Gate 5-Swing and Lock by First Alert) Cabinet safety locks: TOT-Loks with magnet release Adapted walking security straps for outdoor public areas

■ Safety Checks for Adapted Baby Care Equipment For information about baby care equipment safety: Parents with disabilities use commercially made, adapted or custom made nursery equipment. All equipment and AT devices, whether U. S. Consumer Product new or used, must be selected for child safety. Parents should make Safety Commission (CPSC) regular safety checks to keep potential hazards from occurring. When at 1-800-638-2772 voice, 1-800-638-8270 TTY, or see web site: www.cpsc.gov. Consumer Report web site: www.consumerreports. org National Highway Traffic Safety Administration Auto Safety Hotline Clearing- house for Safety Problems with Cars and Car Seats 1-800-424-9393. Web site: www.nhtsa.dot.gov

Adapted infant seat for power wheelchair (Baby Care Tray, TLG)

18 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s “I am not less caring Adaptive Baby Care Techniques or influential in the lives of my children Along with adaptive baby care equipment, parents may want to learn because of MS and alternative ways of doing tasks to reduce the physical demands of baby care. For example, a strategy for eliciting cooperation from the baby may blindness. I just have include giving a verbal cue of “1-2-3-up!” before lifting or transferring the to change the way I do child. Two helpful resources for adaptive baby care techniques are working with an occupational therapist and learning from other parents. Other things.” parents can be contacted on the Parent-to-Parent Network of Through the –A Mother Looking Glass at www.lookingglass.org or call 800-644-2666 to subscribe to the quarterly newsletter, Parenting with a Disability. A parent with physical disabilities may find the following techniques (from Adaptive Baby Care Equipment, TLG) helpful in reducing physical demands on their own bodies while doing routine baby care tasks with or without adaptive equipment.

■ Transferring baby (for a parent with limited strength or use of one arm): Break down the task into smaller steps and pause between steps. Cue the baby before making a position change or lifting: Count 1-2-3, touch child to get attention, move child into “ready” position. Cross-chest lift: Turn baby on side facing away from parent, place hand across baby’s chest and under his/her arm, use own chest to stabilize the baby during the lift. Slide down transfer for a baby six months or older: With baby in parent’s lap, turn baby onto his stomach, then slide him feet first down to the floor, the way a small child normally gets off a chair. ■ Burping a baby Sit and lean burping technique: Hold baby on adapted fanny pack support or directly on lap with back against parent’s chest; parent leans forward, tilting baby forward to produce a burp. ■ Diapering a child is one of the most physically demanding parenting activities. It requires several steps. Slide and lift for one or two hands: With baby’s feet facing parent, place the back or palm of hand on the open diaper. Push against the baby’s bottom using the back of the hand while cuing the baby to lift his/her bottom. Slide the diaper under the baby’s bottom. Cueing “up”: Cue the baby by gently tapping his/her bottom and giving a verbal cue “up”. Child learns to assist with diapering by lifting bottom.

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 19 Rolling to side: Rolling baby to the side instead of lifting his/her legs decreases lifting demands on parent. One arm diaper fastening: With diaper in place, position forearm on top of diaper on the baby’s tummy. From this position, with the forearm stabilizing the diaper, reach for the diaper tab to secure it and then fasten it to the diaper.

■ Dressing a baby may require adaptive techniques for parents with upper extremity involvement. Putting on pullover T-shirt or top: Use larger size shirt or top with front snaps, zipper or scoop neckline. Baby sits in parent’s lap with back against parent’s chest. Place shirt over baby’s head and alternate pulling down the front of the shirt, then the back. Zipping baby clothes: Add a loop or ring to the zipper. With one hand, use a finger to stabilize the clothing and the first finger and thumb to pull up on the zipper loop. Inch up the front of the opening using this technique. (Requires good finger dexterity.) Removing baby’s feet from clothing with “footies”: Fully unzip the outfit and pull clothing down over the knees. Pick up the footie and gently shake the baby’s foot out.

■ Sign language for parents and babies: Using sign language with all babies can aid communication, parent-child bonding, and reduce frustration for children and parents. Recent research shows that babies who use sign language at an early age are able to communicate their needs, have less frustrations, and have better language skills and larger vocabularies (National Institute of Child Health and Human Development). There are many books or tapes for teaching a system of sign language, however, many parents and children invent their own informal system.

20 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s buying or borrowing new or used equipment, always check for recalls. The Consumer Product Safety Commission (CPSC) will provide parents with a Nursery Equipment Safety Checklist (CPSC Document #200). The U. S. CPSC does NOT recommend buying used cribs because of potential hazards of old crib designs. Assistive Technology for Parents with Cognitive Disabilities

Parents with cognitive disabilities may have difficulty completing routine tasks like getting children to school on time, fixing nutritious meals, or helping with homework. There are many commercially available AT devices which can reduce the demands for remembering, and/or improve Adapted tape recorder to re- memory, organizational skills, task completion, and personal interaction. cord daily schedule or appoint- Using AT devices and strategies can, in turn, improve judgment and rea- ments soning and help people with cognitive disabilities function well in their homes and communities. These devices can help parents with cognitive disabilities improve parenting skills and provide a wholesome, safe home environment for children. The following list is adapted from Solutions by the North Dakota IPAT.

■ AT Devices to Aid Memory Appointment reminders: Timer on cord, Vibration Reminder Disk, TimePad Memo, Sycom Total Recall, Voice Diary, Palm Pilot Automatic on/off controls for appliances: Stove Power Controller from TASH (for conventional stove), ElectraLink for small appliances, Water Wand for sink or tub Locating devices: Remote Control Locator, Key Chain Alarm, Ultra Key Seeker Tracking and locating systems for lost or disoriented people: Global Positioning Systems (GPS) Pill dispensers/timers: Pill Dispenser, CompuMed

■ AT Devices to Reduce Distractions, Aid Attention

Daily pill organizer Remote control unit with shields, color codes, cubicle to eliminate visual distractions; earphones to mask/block auditory distractions/noises, FM systems for focus and concentration, TTYs

■ AT Devices to Aid Planning and Task Completion Watches, alarms, personal pager; Palm Pilot to input, save and retrieve notes, phone numbers, dates, schedules, monthly calendar

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 21 Pre-recorded messages for repetition, reinforcement or reminder: Tape recorder, Step-by-Step Communicator, Pocket Coach, beeper (Neu- roPage); Computer software program (Tickle Box signals from computer to commercial paging carrier to personal prompter) Photo Phone, FM Systems, TTYs Software programs for task organization: Outlining, planning, sequencing, schedule making w/ printouts (Inspiration Software) Time Management Aids: Calendar, electronic calendar and address book that adjusts schedule to changes (Planning & Execution Assistance Trainer, PEAT), software with feedback and rewards (SEATS Training System, SEATSPlus), watches with alarms to signal change of tasks/ activities

■ AT Devices to Counteract Confusion/Disorientation Increased lighting: Torch lamps to reduce shadows, leave lights on in dark areas, touch switch (Lamp Light Control), remote switch pad, motion or voice operated switches, night lights Increased contrast for sight and sound: Black and white TV or adjust color control knob to black and white, headphones for TV, radio, or personal listening devices, closed captioning feature Hand-held electronic cuing device for instructing or prompt- Prompters to avoid confusion: Telephone service programmed with ing (DigiPad) daily reminders (Main Street Messenger), portable electronic device (Voice Diary) programmed with phone numbers, directions, and reminders; talking clocks and calendars, talking watches Locating Aids: names and photos of family members on bedroom doors, talking picture frame, medical alert bracelet, tracking/naviga- tion devices with wireless e-mail capabilities (GPS)

■ AT Devices to Aid Mood: uplift, calm, relax, sooth Music that calms: favorite music, classical music, period music for pleasant memories, religious music, patriotic music, sing-along music, children’s songs; portable devices to produce soothing sounds from nature Intercom systems, baby monitors or wireless systems that link to another person Vibrators, massage chairs/mats, adaptive exercise equipment Light regulating aids: Gradual cue for waking up or for sundown; light accommodations to boost sunlight hours in winter months while reading, playing table games, working on hobby (Horizon Light) Sleep aids, devices to reduce background noises, devices that produce relaxing sounds (Sound Sleep Generator, Customized Environmental

22 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Sound Machine, Noise Canceling Headphones)

■ AT Devices to Aid Companionship, Interaction and Socialization Adaptive child care equipment, cooking utensils, for family responsibility/involvement Computer/laptop with e-mail, educational, vocational software, software for household planning, home/personal finances, shopping, digital camera with computer software and cables Cell phones, paging devices, walkie-talkies (Talk About, Cobra Micro- talk), portable tape recorder Favorite personal item, blanket, family photograph or album Pets as therapeutic tools: Pets to entertain, encourage, soothe, comfort

■ AT Devices/Solutions for Safety and Security AT devices for fire, carbon monoxide: See local fire department for safety advice, smoke alarms, carbon monoxide detectors with special alerting mechanism features (flashing lights, vibrators, bed shaker), fire extinguishers in kitchen, garage, fire alarm system that dials emergency telephone number when alarm is activated, sprinkler system to ex- tinguish fires Water safety devices: Tub mats that change color when wa- Telephone with TTY readout and TEC strobe flasher ter is too hot, anti-scalding valves for faucets and shower heads, beeping flood alarms for tub or sink overflow (Fluid Alert,Water Leak Alarm), wall-mounted soap/shampoo dispensers to childproof potentially dangerous substances, alarm system for outdoor pool area, cordless phones, cellular phones, personal paging system Security devices: Key grips, holders with large handles, keyless security locking systems with coded cards (Keyless Card Lock), or numerical keypads, general home alarms, standard audible alarms, monitoring and surveillance devices (Watchdog Security Alarm) on doorknobs to trigger alarm when doorknob is touched, baby monitors, wireless door bells on bedroom door, motion detectors with chimes, motion-sensitive lights for indoors or outdoors Identification devices/services: Wear/carry identification (wallet, or Care Giver Jewelry, medical alert bracelets, Portable Talking ID), labels with name, address, telephone number sewn into clothing, nationwide program (Safe Return) registers the individual and supplies bracelet or necklace with statement of need for assistance and toll-free number, wireless Personal Pager/Locator

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 23 Monitoring devices to keep track of children, prevent accidents and “My friends ask me enhance security: Electronic sentry system with radio transmitter (Child Alert, Jr.), surveillance video camera (security camera) with what I did before I microphone attached to standard TV for monitoring activities, alarm received the assistive systems (Watchdog Security Alarm), portable speaker phone with devices for hearing. A transmitter to base station (Elcombe 501) telephone with flash- Assistive Technology for Parents with Sensory ing strobe and the Disabilities (Hearing and Vision) vibrating alarm clock have helped me get my Sensory (hearing and vision) devices help parents with hearing or vision kids up on time and I deficits perform daily parenting tasks that depend upon access to their home environment, and communication with their children. Augmenting am no longer late for sound or using sign language can assist a parent with a hearing disability appointments.” when playing games with a child or helping with homework. Increasing – A Mother contrast, enlarging images, and making use of tactile and auditory materials help a parent with low vision or blindness when reading a story to a child or reading a recipe. Research shows that the use of sign language, for hearing and non-hearing parents and children, holds great promise for early child development, family bonding, and happy babies.

■ AT Devices For Parents Who Are Deaf Using the telephone: Teletypwriters( TTY), telecommunication devices for the deaf (TDDs) for phone access with/without relay; portable telecommunication devices for the deaf Relay system for telephone calls Accessing environmental sounds with alerting/signaling devices: Visual and tactile alarms for fire, phones, doorbells, clocks; adapted devices with flashing lights, vibrating pager-like devices; vibrating or flashing baby monitors; vibrating or flashing toys Computer aided real time captioning: Computer/portable word processor or scanners; visual display of TV audio with text; closed captioning of text script of audio portion of TV, videos, films, multimedia materials; text closed captioning on non-caption ready materials; real time captioning(immediate verbatim transcripts of verbal presentations/ lecture and discussion projected onto visual monitors); voice to text software (convert spoken language to written text) Sign Language for Parents and Babies: Videos, DVDs, books, streaming computer video, pictures for parent and child training of non-hearing and hearing children, 6 months and over Service Dogs for Deaf People: Specially trained service dogs that signal the presence of environmental sounds, crying baby

24 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Cochlear Implants: Specialized technology surgically placed inside the inner ear to convert audio into electrical impulses that stimulate the auditory nerve, used for telephone communication, to augment lip reading, to provide enriched sensory environment ■ AT Devices For Parents Who are Hard of Hearing Telephone Use: Phone amplifier; flashing/ringing device, speaker phone Hearing Aids: Personal hearing aid (composed of microphone, amplifier and earphone), head phones in theaters, museums, churches; personal FM or Inductive Loop amplification system Assistive Listening Devices (ALDs): Inductive loops (electric cable) detected by hearing aid telecoils in hearing aid); infrared ALD systems (infrared signal detected by specialized receiver through earphone in “line of sight”); FM ALD systems (audio transmitted by FM radio Personal amplifier frequency) Mild-gain hardware systems Computer/portable word processor or scanner, Smart Board (transfer text to computer), voice to text (converts lectures/discussions to written notes) Environmental alert systems, safety devices (See page 23) Alerting or signaling device (e.g. flashing light, vibrating pager, screen flash alert system) Vibrating or flashing toys ■ AT Devices for Parents Who Are Blind For Activities of Daily Living: Talking appliances (talking clocks, cal- culators, scales, currency identifiers) Accessible labels (tactile labels applied to controls of microwave oven, stove, temperature controls, insulin syringes) Braille/tactile labels for keyboard, appliances or objects For Reading: Braille Production (Braillewriters and embossers provide material on demand in Braille); Braille and Audio Materials (Braille and cassette books and periodicals from National Library Service for the Blind and Physically Handicapped of the U.S. Library of Congress) Reading from Remote Locations (Radio Reading Services located Braille writer with throughout the U.S.: newspapers, periodicals, books read by volunteers simultaneous print output and received through special radio receivers) Electronic Reading Machines (Computer-based optical character recognition reading machines that scan print, recognize the print, and use speech synthesizers to vocalize material)

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 25 Speech and Braille Displays for Computers (Speech synthesizers (arti- “Low vision prevented ficial voices that use digitally stored vocabulary recorded by humans, or text-to-speech rules that convert spelled text into spoken words) me from reading notes from my daughter’s Paperless or Refreshable Braille Displays (Electronic systems mechani- cally present a line of Braille characters that are replaced by the next teachers and other line when the reader activates a control) important papers. Our computer and ■ AT Devices for Parents with Low Vision JAWS software has For Activities of Daily Living: Eye glasses; preferential seating; special- also helped me read ized lighting: halogen or other lighting modifications, vision stimulation devices such as light boxes; optical/electronic magnifiers (handheld, the mail, pay bills and table-mounted, head-mounted or placed directly on materials) or tele- print checks.” scopes; electronic magnifiers (closed circuit television, CCTV use cam- –A Mother eras or photo arrays to magnify their output on TV monitors); devices with sound mechanisms, brightly colored toys, objects, utensils For Computer Use: Alternate keyboard w/ large print (Intellikeys) talking word processor, speech synthesizer For Reading: Verbal cues, enlarged letters, words, large print books; text magnifiers, TV/computer screen magnifiers, screen magnification software; screen color contrast, screen reader, text reader; copy machines (increase print size or contrast images); read/write systems, cassette tape recordings; large Print Production (Dot-matrix printers or laser printers with large fonts)

Closed circuit monitor/TV (CCTV) for magnification

26 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Computer and Computer Access The computer holds great promise for people with disabilities living in rural communities in Idaho. Probably the single most helpful item, for any individual with a disability, is a computer with appropriate access devices such as a switch, touch screen, or voice recognition. Parents with disabilities can use the computer to network with friends, family, and teachers; improve cognitive and vocational skills, get a job, keep track of household finances, shop, and get information about parenting with disabilities. It can serve as a central control in the home for monitoring environmental control for such things as heat, lights, telephone, security and safety systems. IntelliTools keyboard With the appropriate software, parents can use a variety of ways to help with overlays their children read chapters on-line or download study questions from their text books, or monitor classroom progress.

COMPUTER ACCESS/OUTPUT (KEYBOARD ADAPTATIONS AND EMULATORS)

Possible Problem Potential Intervention/Modification

Computer Access/Input Tasks: AT Devices/Services: Access computer/computer based Keyboard w/ accessibility options; alternative computer access/ instructional programs, word pro- input devices: joysticks, light pens, touch screens, touch sensi- cessor, dictionary, thesaurus, spell/ tive keyboard pads; enlarged or expanded keyboards (keyboard grammar checker overlays); alternative keyboards with hot spots, point and click, and scanning options, fist or foot keyboards (Intellikeys, Discover Board, TASH); Typing or using mouse or alternative Alternative mouse: trackball/track pad/joystick w/ on-screen devices keyboard switches, mouth controls, breath activated switches, switch with Morse code, switch with scanning, head pointers; key guards, key latches; arm support (Ergo Rest) Braille input; adjustable font sizes, picture icons; Speech recognition/voice recognition software; word prediction scanners with speech synthesizers and voice analyzers; voice Trackball (mouse) dictation software; word prediction, abbreviation/expansion to reduce keystrokes; Computer Output Tasks: Communicating with teachers E-mail, school/classroom web site Helping children complete assign- Alternative computer output devices: Text/screen enlargement, ments in appropriate formats; help- voice output devices for reading text/pictures, screen reading ing children present individual software, talking word processors, electronic worksheets/forms, projects in subject areas (oral or book Discover, Intellitools, Braille printers reports, science projects, stories, graphics, art)

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 27 Switch Technology: A Key to Access and Common switches Independence Switches give a person with disabilities a measure of real power and independence in their interactions with people or objects in their environment, Button and with vocational and educational tasks and materials. Switches come in all shapes and sizes. They are activated by any movement an individual can control: pushing, pulling, squeezing, bending, blowing. Some are activated by voice, others by eye blinks. Some switches are durable enough for forceful actions, while others respond to very light touch. Remote Button A person may control from one to five switches at a time. Mounting devices enable the placement of switches in any position convenient for the person to activate with his/her hand, foot, head or other body part. Grasp ■ Mounting Systems Mounting devices can be attached to a person’s body, limb, or head; or to a chair, table, bed or mobility device. They can make an AT device or switch accessible to any movable body part. Mounting devices include Leaf Velcro, Dual Lock, straps, headbands, hinged metal mounts, vest/bib controllers, armbands, suction cups, PVC pipe, duct tape, metal arms, clamps.

Micro Light

Hinged mounting system Plate ■ Common Switch Interfaces/Modes of Operation Interfaces are necessary for connecting a switch to a device for maximum success. They also enhance the use of some devices. Switches can be used in three modes of operation: Vertical Plate Momentary: The device is activated as long as you press on the switch. Latched: The device is turned on when you press the switch. Press it again to turn it off. Platform Timed: The device operates continuously for a preset time once the switch is pressed. To change the way they operate, all switches can be plugged into to a control unit, timer or switch latch. It is important to select the mode Treadle of operation that offers the most success for the individual in a given situation.

28 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Common Switch Interfaces ■ Common Switch Interfaces Adapters for Jacks and Plugs (for computer/electronic devices) for use with trackball, keyboard overlay or other adapted access device with a computer Battery Adapters or Interrupters link a device such as a battery-operated toy or appliance to an external control switch Control Units (1800 watts) connect a switch to a large electrical appli- Adapter for ance such as a popcorn popper, mixer, toaster, or vacuum cleaner for jacks and plugs cooking or household chores Switch Latch (On/Off) turns toy or device on with first activation and off with second activation. For people unable to maintain switch closure for a length of time Timer or Delay Timer allows device to stray on for a predetermined time when switch is activated. For people who have difficulty main- taining switch closure indefinitely or who have difficulty deactivating switch closure

Battery adapter/interrupter

Control unit

Switch latch and timer with button switch Button switch, PowerLink control unit and blender

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 29 Universal Design for Electronic Information Technology and Learning

Universal design in the field of electronic information technology is an The U. S. Equal Employ- exciting development for parents with disabilities as they struggle, not ment Opportunity Com- only to meet the physical and educational needs of their children, but to mission links to the rule provide a nurturing and stimulating home environment. Federal legisla- for the Electronic and tion requires all federal agencies to ensure access to federal information Information Technology web sites for individuals with disabilities. This opens doors to the multi- Accessibility Standards level design of new electronic materials, and flexible options for access (Section 508 of the Re- and use. Parents can easily connect with a parent support group, design habilitation Act Amend- their own family web site, or work from home. ments of 1998). Universally designed learning materials and access devices are gaining 1-800-669-4000 voice or momentum in schools across the nation, as well. They are designed to 1-800-669-6820 TTY meet the individualized needs of children with disabilities and they can work equally well as options for parenting with disabilities. One electronic news item or book or story can be presented at several instructional levels, using many access options such as an eye blink, joy stick, or Braille. These digital materials hold the key for many parents who wish to help their children with homework, or take a class on-line.

Kitchen modified for wheelchair user

30 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Home Modifications Home modifications make it easier for any person to overcome environmental problems including any feature of the home that is unsafe, that restricts access and limits task performance, or that results in discomfort (Mann, Hurren, Tomita, Bengali, and Steinfeild, 1994). The use of assistive devices and home modifications for eliminating barriers in the homes of people with disabilities is becoming more commonplace as health care professionals, architects, and builders gain expertise in these areas. John Salmen (1994) defines four categories of home modification:

• Universal design—life-span designs applied to a new home by an ar- chitect or a builder that work for everyone regardless of age or physical abilities. Such designs include thirty-two inch wide doors, lever handles, full length mirrors, shower stalls that accommodate everyone Lever including wheelchair users, reinforced walls in pathways and bathrooms for adding grab bars; • Adaptability—installation of adjustable sinks, counters, closet shelves, and grab bars so that they can be moved to different heights for dif- “I am not sure what ferent people; assistive technology • Accessibility—application of public building codes to private homes to include exit ramps, door openers, for easy access both outside and there is to help me. inside the home; I just make things • Accessible route—a continuous pathway that is free of hazards and abrupt work the best I can changes in level, that connects all important areas of the home. with what I have. For example, I have tied Home modifications may be necessary for your independence, safety, two wooden spoons and convenience and to increase your ability to care for your family. The Idaho Assistive Technology Project (IATP) offers a service in which an AT together to be able to practitioner will help assess your home and provide a list of modifica- knock things out of the tions based on your needs. In addition, virtually all of the examples of AT listed in this guide can be used. You can get more information about cupboard.” home modifications by calling the IATP at 1-800-432-8324. –A Mother The following tables provide examples of home modifications, adaptations and AT devices to help an individual be successful in his/her customary environment. There are countless ingenious adaptations and improvisa- tions devised by families and born of necessity. These suggestions only scratch the surface, but they may be catalysts for even better ideas.

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 31 KITCHEN/DINING ROOM

Possible Problem Potential Intervention/Modification

Feeding/eating/ Specialized bottles, nipples, bottle wrap, training sip cup, feeding cup, drinking independently feeding splint for wrist; adapted infant seat or high chair with safety (parent lacks arm belt/ tray; adapted utensils, plates, bowls; ergonomic eating utensils, strength, flexibility) flexible utensils, bent spoon, foam utensil holder; lipped plates or dishes, scoop dish; non-skid (dycem) mats under plates, bowls; pediatric cup with two handles, adapted cup (cut-out rim, straw or tube, spout, nontip); adjustable tray to hold bowl/plate or cup at chin level Selecting food items Lazy Susan on table with favorite food items or picture icons; with baby, toddler picture icons on table next to child’s place mat; use baby sign language Doing chores or Control unit for connecting appropriate switches to large (1800 watt) cooking appliances such as mixer, popcorn popper, toaster, vacuum cleaner; place mixing bowl in shallow drawer and close drawer to hold bowl in place Open flames, burners Microwave, toaster oven, hot plate, crock pot; automatic shut-off on electric stove (TASH); flashing vibrating timer; fire extinguisher next to stove Turning faucet or Lever-style faucet handles, T-turning handle stove knobs Accessing to items Lazy Susan storage on lower shelves; lower counter for cooking or play; accessible wall outlets; low pull-out drawers, straps or large knobs on drawers, storage racks; remove cabinet doors; use reacher; keep most-used items, snacks within easy reach, attach leg extenders to chair Carrying items Slide across counter, table; use cart, walker/wheelchair basket or tray Seeing items Adequate lighting, contrasting colored dishes, place mats, napkins, utensils with brightly colored handles Using safety locks TOT-Loks with magnetic release, reacher on cabinets

Reacher Under-counter jar opener

32 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s BATHROOM

Possible Problem Potential Intervention/Modification

Using standard toilet Adapted toilet seat, splash guard, seatbelt, safety side bars, back supports, potty (self/child) lift; adjustable pediatric commode with chest safety straps Potty training Dedicated single message communication device, buzzer or bell for reminder; potty training video Getting into bath or Grab bars at child’s level (adjustable grab bars), hand-held adjustable shower (self/child) shower head, rubber mat, adjustable bath chair, combination bath/potty chair, bath bench, low shower threshold for mobility device, remodel shower for wheelchair access, parent/child safety belt, plastic rings Sitting in tub or Grab bars, transfer bench, hydraulic lift, bath seat, rubber mat, wheelchair; standing in shower hand held shower Bathing infant Adapted baby bathtub with sling at wheelchair accessible height; hoses for filling and draining; fill tub just to cover baby’s feet Getting water or soap Absorbent head wrap (band with ear guards), bath visor in face, ears, eyes Hot water burns Turn down thermostat, install anti-scald device Slippery or wet floors Non-skid rugs or mats Keeping medications TOT-Loks with magnetic opener, drawers with locks, reacher out of reach

Plastic baby seat with safety straps

Handheld shower, transfer bath bench, grab bars

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 33 NURSERY/CHILD’S BEDROOM

Possible Problem Potential Intervention/Modification

Accessing crib or playpen Adapted crib (wheelchair accessible) with crib gate that slides sideways (Full Side-Away Crib, Half Side-Away Crib) Bassinet with wide base at adult bed height, strong locks on legs to prevent folding with child inside Play/Care center (wheelchair accesible) for playing with child, changing diaper, or napping Full or Half-Side Away gate (Do not use swinging gate that might allow child to fall when parent backs away); Paddle or male/female latches for ease of opening Holding infant for nursing Adapted nursing pillow or Boppy, soft sleeve to cover prosthetic arm Lifting child into or out Highchair with wide base for wheelchair user, waist and crotch safety strap, of highchair adapted tray that swings open sideways, tray-locking system, highchair steps with locked gate at bottom, lifting harness Diapering table too high, in- Adapted diaper changing surface, using card table, or computer desk (with accessible to wheelchairs shelves on one end); adapted changing pad and safety strap, adapted portable crib for diapering Dressing infant/toddler Adapted disposable diapers with packing tape loops added, adapted diaper wraps and cloth diapers with rings added to wraps (Requires help from non-disabled person to attach rings), clothing with zippers or few snaps or no fasteners, clothing that is larger size, pullover tops Child wiggles and moves Safety/security belt attached to changing surface/pad, hang toy mobile above on changing surface diaper table to amuse child (Child should not be able to touch mobile) Reaching necessary items Shelves or diaper bag with necessary powders and creams, diapers, and clothing within parent’s reach and out of child’s reach, TOT-Loks (magnetic) Can’t list toddler onto Adapted steps (to be used only with parent and child together, locked gate changing surface at bottom of steps) Carrying or transferring Infant care seat attached to front of wheelchair, parent-child seatbelt, adapted infant or toddler baby carrier attached to walker, adapted fanny-pack ledge and carrier to keep parent’s hands free Can’t lift toddler onto lap Small step attached to front of wheelchair Playing with child Adapted play devices: alphabet communication board for crib, sign language for babies, portable toy mobile, baby care cart, developmental toys within easy reach Keeping track of child Adapted baby/toddler carriers, adaptive security straps for parent’s wrists, adapted baby carrier for adult walker; Pip squeaker shoes

34 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s PARENTS’ BEDROOM

Possible Problem Potential Intervention/Modification

Hearing child at night Buzzer with switch, intercom system, infant monitoring system, alert system with vibrator or flashing light Access to clothes Easy to reach shelves, baskets on floor for sorting and storing, low rod for hangers, reacher, large knobs or rope pulls on drawers Dressing self/child Velcro “buttons” on clothing and shoes, loose or knit clothing, Spyrolaces for shoes, sock stretcher with long handles Seeing self in mirror Mirrors hung at floor level and/or wheelchair level, tilting mirrors Turning on light Night light, touch lamp/touch lamp extension lever, remote control light switch, motion detector switch Access to toilet for self Portable commode, single message communicator with switch, mobility aid next to bed, grab bars Getting in and out of Low bed with portable rail, mobility aid next to bed, grab bars, bed hydraulic bed/lift

Play/Care Center (TLG), requires adapted safety gate

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 35 LIVING ROOM

Possible Problem Potential Intervention/Modification

■ Soft low chair Board under cushion, pillow or folded blanket to raise seat, blocks or platform under legs; automatic seat lift/chair; good arm rests to push on, firm back and seat cushions ■ Swivel and rocking chairs Device to block motion ■ Obstructing furniture Relocate or remove to clear paths (especially glass top tables) ■ Extension cords Run along walls, under sturdy furniture; eliminate unneces- sary ones; use power strips with breakers if possible ■ Accessing and seeing Touch sensitive switches, voice activated light switches (X-10, light switches Radio Shack), illuminated wall switches; install light switch plates and sockets that contrast with wall paper or paint color

Walker

STEPS/STAIRS

Possible Problem Potential Intervention/Modification

■ Negotiating stairs Stair glide, lift (Braun Corp), elevator; ramp (permanent, portable or removable); able to bump up/down stairs on but- tocks in emergencies ■ No handrails Install at least one side (check stability) ■ Loose rugs Remove or nail down to wooden steps ■ Seeing steps Adequate lighting; mark edge of steps with brightly colored tape (at least top and bottom ones) ■ Moving walker between Keep second walker or wheelchair at top or bottom of stairs floors

36 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s HOME MANAGEMENT

Possible Problem Potential Intervention/Modification

■ Laundry Easy to access (basement, stairs, etc.); install washer/dryer on main floor; sit on stool to access clothes in dryer; good lighting; fold laundry sitting at table; carry laundry in bag on stairs; use cart ■ Mail Easy to access mailbox; mail basket on door; ask carrier to place in a specific location (same with paper carrier); install mail-slot; use reacher, key lever ■ Housekeeping Long-handled sponge, dust pan; lightweight vacuum ■ Controlling thermostat Mount in accessible location; large print numbers (available from gas company in some areas); remote controlled thermostat (X-10, Radio Shack)

TELEPHONE

Possible Problem Potential Intervention/Modification

■ Reaching phone Cordless phone; inform friends to give you 10 rings; clear path; headset cordless phone; answering machine and call back; remote answer phone ■ Hearing ring Ring amplifier, blinking or flashing lights (Radio Shack), vibration (Silent Call, Inc.) ■ Hear other person Volume control, text telephone (TT, TTY, TTD), headset ■ Holding receiver Headset, speaker phone, adapted handles (AT&T Phone Center) ■ Dialing numbers Preset memory-dial, large buttons and numbers, voice activated dialing; all phones the same model with same pre-set memory in case of crisis

MEDICATIONS

Possible Problem Potential Intervention/Modification

■ Reading label Use magnifying glass; good lighting; large print ■ Remembering schedule Medication organizer, automatic pill dispenser, organize pills in envelopes with time and date; houseclean all old medications; pharmacists fill pill dispensers weekly (for fee); arrange set time for relative or friend to call as a reminder ■ Opening containers Pill cap opener; dispensers filled by pharmacist

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 37 HOME SAFETY AND SECURITY

Possible Problem Potential Intervention/Modification

■ Lighting Illumination one to two feet from object being viewed; change bulbs if dim, not burned out; adequate lighting in all parts of house; night-lights, motion or voice sensitive light switches ■ Glare Light-colored sheer curtains on windows with direct sunlight; gradual decrease in illumination from foreground to background ■ Falling Wear emergency pager (Lifetime Systems: 1-800-451-0525); remove rugs, clear pathways, use walker, wheel chair ■ Wall sockets Socket covers, sliding socket covers ■ Slippery floors, Non-skid wax, no wax, rubber soled footwear; Remove or tack down rugs, sliding rugs use rubber backed rugs or two sided tape, use rubber mats under throw rugs ■ Thick rug edge/ Metal strip at edge, yellow or red safety tape or paint stripe to mark change threshold in elevation, remove threshold, tack or tape down edge, portable ramp over edge or threshold ■ Locking doors Remote controlled door lock; door wedge, adapted lock/key for easier turning ■ Opening door, Automatic door openers, intercom at door (Nutone); lever door handles knowing who is or adapted levers for door knobs (BeOK or Leveron); Video intercom there ■ Opening/closing Remote controlled windows and shades, lever and crank windows/shades ■ Hearing alarms, Blinking lights, vibrating surfaces (Silent Call, Inc.) smoke detectors, phones, doorbell ■ Accessing emergency Accessible egress window, alternative means of exiting home in case of exits emergency (call local fire station to assist with exit plan); fire blanket, fire extinguisher, practice using exit route

Fire extinguisher

38 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s OUTDOORS

Possible Problem Potential Intervention/Modification

Getting from house to Ramp to front door with recommended ramp pitch: one inch of rise for yard or car each foot of distance (1:12), wheelchair, lift, stroller with seating/safety adaptations Playing in yard, Adapted swing, go-cart, adapted outdoor toys, bats, batting tees, and playground or balls, ramps for toys and wheel chair, go-cart or other mobility device, swimming pool safety helmets, elbow, shin, knee guards; foam floats, life jacket for swimming, hydraulic lift for pool Getting into vehicles, Lift, adapted car seat, safety belts, cushions, transfer board, adapted car sitting in car/vehicle seat lever for child’s safety belt Participating in Adapted equipment: beeping balls, beeping goals/nets; adaptive skiis, outdoor games, sleds, riding gear, saddles; sports wheelchairs; adaptive fishing activities, sports equipment, adaptive ramps, bowling balls, adjustible nets, goals, adaptive golf clubs

“ Now I can go places a normal parent can. I had been unable to take my two-year old child out without wor- rying about her run- ning off and not being able to catch her. The combination of AT and services gives me peace of mind.” –A Mother

Van lift, adapted parent-child seat belt (TLG)

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 39 Routine Parenting Activities (Play/Leisure)

■ Cuddling/carrying infant or toddler Adapted front infant carrier tray or sling carrier; parent-child safety belt, fanny pack carrier ■ Sitting on floor with child Crescent shaped pillow or beach chair on floor, beanbag chair, air mattress, low scooter or platform with wheels and brakes ■ Playing with child from wheelchair Play/Care center with wheelchair access; adapted chair swing with safety harness with wheelchair access, adapted baby carrier with safety harness, parent-child safety harness for parent’s lap ■ Knowing location of child Baby swing with safety straps Shoes, clothing, or bracelet with bells or beeping sound (Pip Squeak- ers), safety tether or harness attached to parent’s mobility device, waist or wrist; baby monitor with augmented sound, intercom video, safety gates at doorways (or closed doors) to keep child in same room, play/care center ■ Moving unassisted about house Walker, braces, go-cart, wheelchair, wide doors, (32 inches), ramps at recommended incline of one inch in rise for each foot of distance (1:12), grab bars, handrails ■ Communicating needs, making choices (child or self) Communication board or cards with pictures, pictures or icons taped to walls or objects, taped messages on hand held communication device; sign language; remote control for TV, stereo, lamps, thermostat ■ Reading Turning pages (page fluffers-sponge squares attached to corners of pages), cardboard to stiffen pages (requires two copies of book), laminated pages, electronic page turners, book holder, cassettes with children’s favorite stories and songs, books on tape from library, children’s videos; Braille books, enlarged print, magnifying glass, books on-line ■ Accessing toys, games Lazy Susan shelves for wheelchair access, short handrails/grab bars, Literature series in three small toy baskets for sorting/storing; arm/wrist supports, reacher; formats: magnet or knob adapted toys Paperback book Digital book ■ Watching TV, videos, listening to music, using the computer Audiocassette book

40 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s TV magnifier, personal listening device with amplifier, hearing aid, closed captioning, adaptive controls for tape, VCR, DVD or CD player; adaptive computer input and output devices to access Inter- net or computer programs ■ Complicated remote control Adapted single switch or simple remote control, universal remote control for electronic equipment, doorbell, timers, voice activated remote control, clapper (Radio Shack); switches activated by voice, pressure, eyebrows, or breath ■ Manipulating toys/games/equipment Adaptive switches, ramps for racing or push toys, pull toys attached Universal remote control with to parent’s mobility aid, adaptive bubble-blower with fan, accessible large buttons electronic or computer games with adaptive switch; tactile, vibrating or beeping balls, bean bags; Nerf ball and mitt with Velcro, magnet adapted toys, puzzles with knobs, Braille board games, enlarged print games; adaptive fitness/exercise equipment ■ Participating in games Participate as game leader, coach or referee; spinner with adaptive switch and timer for taking turns; adaptive exercise/gym equipment for home

Large-print cards with card holder

Leapfrog Spelling Game (electronic game) Adapted fishing rod, sports wheelchair

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 41 42 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Gu id e l i n e s f o r Se l e cti n g As s i s ti v e Te c h n o l o g y (AT) f o r Pa r e n t s w it h Di s a b i l iti e s

III Parents with disabilities wish to make the best possible decisions about technology that can improve the way they interact with their children. They are often in the unique position of needing assistive devices that will have to be custom made or adapted. Assessments, whether formal or informal, are necessary to help determine the appropriate services, adaptations and equipment needed. Assessment is not a neutral process. It is affected by subjective interpretations, values and emotions. Getting assistive technology for infant care in a timely period is critical to its effectiveness. As all parents know, the needs of both parents and “Thousands of com- children will change rapidly in the first two years. For this reason, the mercially available time line from assessment to acquisition of the technology must be as technology items can short and efficient as possible. Getting adapted baby care equipment that serves more than one purpose and lasts over several developmental be adapted to make stages is ideal. child care easier for parents with disabili- The Assessment Team ties. Sometimes the solution to a problem Considering the assistive technology needs of a parent with disabilities is as simple as know- is a collaborative team process. The composition of the assessment team ing how and where to varies depending on the area of disability of the parent. An assessment find the resources.” should be performed by a professional within the appropriate discipline. The assessment team may include any of the following professionals: Phy- –From RESNA sician, nurse, audiologist, speech-language pathologist, physical therapist, occupational therapist, engineer, educator, psychologist, social worker, computer technologist, and/or assistive technology specialist. For example, occupational therapists and AT practitioners have expertise in analyzing tasks in terms of movements needed to perform them. They can identify techniques and strategies for using adaptive equipment and reducing the demands of the task in order to prevent secondary injury and make baby care easier and more efficient. It is the primary job of the professional(s) making the assessment to guide a parent with disabilities, family members and other primary caregivers through the steps of the assessment procedure. It is essential to complete the assessment from the perspective of the parent and the family, to get input at every stage, and to respond to questions honestly and thoughtfully.

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 43 The Needs Assessment and Assistive Technology Evaluation

Selecting the most appropriate assistive device or home modification can be a simple or complex process depending on the complexity of the parent’s needs. It may not be necessary to complete every step of the assessment process for every person. For some, a team approach to assessment may be the most appropriate. In other situations, no professional involvement is needed. The goal is to ensure that the person is comfortable with an assistive device so that he/she will use it. Careful assessment and AT evaluation also ensure that the most cost-effective assistive technology and/or home modification is selected.

Guidelines for Assessment Guidelines for Assessment Step 1 - Gather information In general, the process of selecting the most appro- Step 2 - Conduct direct observation of parent and priate assistive devices and services, or home modi- child fications for a parent with disabilities includes the Step 3 - Develop a problem statement following steps: Step 4 - Conduct a formal assessment (if necessary) Step 5 - Explore possible interventions Step 1-Gather information Step 6 - Try out selected assistive devices Gather information about the parent with disabilities: demographics, physical and medical health, commu- Step 7 - Modify the assistive device nication skills, activities of daily living, level of inde- Step 8 - Implement the intervention and train the pendence, mental status (if needed), social resources, parent and service providers and the number and type of assistive technology and Step 9 - Monitor progress or prostheses now used.

Step 2-Conduct direct observation of parent and child These observations should include both interviews with the parent and a brief environmental survey in the home and/or other customary environment. The observations should focus on the essential tasks of child care and nurturing. It is critical to listen carefully to the parent who is being assessed and to interpret correctly. Evaluate the parent’s environment: What physical barriers prevent the parent from participating in parenting activities? What can/does the parent already do? Is the parent at risk for further disability? Which activities does the parent want or need to do with the child? What can be changed, modified or acquired to meet the needs and goals of the parent, the child and his/her family?

44 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Evaluate the needs of the child: What does the parent need in order to care for and nurture the child? What assistive technology or adaptive infant or child care equipment could help with the task? Is the need short term or long term? Does the equipment have a variety of applications or is it “The most useful for a single purpose? equipment and devices can be adapted for the Step 3-Develop a problem statement changing needs and A problem statement reflects the information gathered in the previous abilities of a growing steps. It describes the challenges faced by the parent in all of his/her child.” environments while focusing on the parent’s strengths and abilities. It should also reflect the needs of the child with regard to care and safety. –Seiler Identify the parent’s needs and goals: What functions can the parent perform? What roles are they prevented from filling due to a disability? What tasks does the parent wish to be able to do? If appropriate, provide specific recommendations for conducting a more comprehensive assessment of the person’s needs.

Step 4-Conduct a formal assessment (if necessary) This more in-depth assessment of the parent’s abilities and environment begins by establishing the appropriate team to conduct the assessment based on the area of disability: physical, cognitive, sensory. It may include more interviews with the parent, family members, and care givers, an in-depth environmental survey and other procedures that identify the parent’s needs. Obtain a medical diagnosis of the parent’s disability from his/her physician. This is necessary for coverage by all government and private insurance program.

Step 5-Explore possible interventions After the needs assessment is completed, evaluate the possible assistive devices and home modifications that the parent might use. What technology or home modifications would help the parent improve parenting skills and achieve his/her goals of providing child care in a nurturing, safe environment?

The Idaho Assistive Technology Project (IATP) provides home assessments to help parents identify their environmental needs and assistive technology solutions across all areas of the home, outside areas, and in community settings. Call the IATP at 1-800-432-8324 voice/TTY.

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 45 Step 6-Try out selected assistive devices It may be necessary for the parent to use some of the assistive devices for a trial period. During the trial period, the parent, family members, and other primary caregivers should receive training in the use of the device in order to confirm its usefulness.

Step 7-Modify or fabricate the assistive device If necessary, the device(s) selected should be fabricated, adapted or modified based on the findings during the trial period. Items must be constructed according to the specific needs of the parent involved. Also, the home modifications identified in the environmental survey should be completed as part of this step. (There are very few off-the-shelf devices available for parenting with disabilities.)

Step 8-Implement the intervention and train the parent and service providers Upon completion of the other steps, the devices and/or home modification should be provided to the parent. The parent and, if appropriate, the child, and other family members and service providers should receive training in how to use, repair, and maintain the AT device(s).

Step 9-Monitor progress The parent with the disability, family members and service providers should monitor the parent’s use of the device(s) or home modification to ensure he/she is able to use them correctly. All necessary modifications should be made so that the device poses no risk to the parent or child. Keep the device in good repair. Note further modifications that will be needed to over time.

The steps described above, whether used in part or whole, will ensure that the most appropriate device or home modification is selected for the parent with disabilities. In turn, this will promote effective use and cost effectiveness of assistive technology. It is absolutely essential that the parent with the disability be trained to use the adaptive equipment, AT devices, or home modification. Family members and personal caregivers must also be trained if the parent is to benefit from assistive technology.

46 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s ACQUISITION OF ASSISTIVE TECHNOLOGY

Acquisition includes purchasing, leasing, or any other manner in which IV the assistive device may be provided. Meeting time lines and financing AT are among the greatest barriers to getting the AT devices and services for any person with disabilities. Actions that can reduce barriers to speedy acquisition of AT devices are: finding a funding agent; finding agreement among agencies about responsibility for payment; exploring personal resources to finance AT; and, becoming an advocate through “The most common understanding your and your family’s needs and rights. barrier encountered by parents with disabilities is the prejudice What is Advocacy? and discrimination Advocacy empowers us to help all people with disabilities. By being they face when bring- advocates, parents with disabilities, family members, and professionals ing up children.” can help parents get the technology they need, and protect their rights. –Buckland Groups of advocates can help make policy changes in state and federal legislation. Some things you can do as an advocate are:

■ Attend meetings and speak up for your rights as a parent; ■ Talk openly with the professionals who work with you and your child because they are advocates, too; ■ Learn all you can about AT and how to get it; ask your family and service providers to do the same; ■ Read about the laws that guarantee AT devices and services for adults and children with disabilities; learn about the new changes in Idaho Code that favor parents with disabilities; ■ Ask questions about anything you do not understand about your disability, the AT evaluation, assistive technology, or funding; ■ Help make decisions about AT selection for your parenting needs, or your personal needs as provided by law; appeal decisions if you do not agree with them; ■ Talk to other parents with disabilities about the rights of parents and their families; ■ Keep records about the decisions that are made and the time lines for carrying out the plans.

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 47 Training for Parents with Disabilities, Families, and Care Providers It is absolutely essential that the parent with the disability be trained to use the adaptive equipment, AT devices, or home modification that is provided for them. However, training surrounding parenting adaptations or assistive and adaptive technology is not for the parent, alone. Training should be given to all family members, personal caregivers and service providers with the goal of increasing the level of services and supports available for parents with disabilities; ensuring a higher level of understanding of their unique needs; and increasing the likelihood that families stay together in a safe and nurturing home. Ideally, all professionals who work with adults with disabilities should be given AT training to increase the awareness that people with disabilities can be successful, loving, nurturing parents. Although many challenges face a family who wishes to get AT devices and services for a parent with disabilities, they are not insurmountable. It is the hope of the IATP that increased knowledge, understanding, and collaboration will lead to successful acquisition and use of AT.

Ergonomic cooking utensils

Augmentative communication device with jel- lybean switch

Adapted baby bathtub for wheelchair users (TLG)

48 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Fu n di n g As s i s ti v e Te c h n o l o g y f o r Pa r e n t s w it h Di s a b i l iti e s

At the present time, federal or state funding sources do not fund AT devices and services or home modification specifically for parenting needs. V However, parents with disabilities may explore medical, educational, vocational or private insurance funding sources for equipment and AT required for their personal needs. Many Major Funding Sources for AT of these devices can be used for multiple purposes, including Medicaid/Medicare parenting tasks. Vocational Rehabilitation Any item or home modification for parenting, whether commercial or adapted, will need to be paid for out-of-pocket or Bureau of Indian Health/Tribal Af- through a low cost loan or a non-profit organization. There fairs may be a local equipment loan program for used or new Low Interest Loans equipment. Regardless, parents with disabilities should become familiar with the funding agencies and their policies. Private Insurance Plans At the time of the needs assessment and AT evaluation, you Personal Payment by Parents should discuss how the AT devices and services will be Non-Profit Disability Associations funded. Detailed, documented results of the assessment and evaluation are necessary when working with funding agen- Foundations and Clubs cies. If you plan to pay for the technology yourself, you will Employers and Local Businesses probably not be as concerned about precise documentation. Private Corporations Public School Districts Idaho Infant Toddler Program

Guidelines for Developing a Funding Request

A funding request is the application, information, and documentation required by all funding agencies when they are asked to fund AT or equipment for an individual with disabilities. Funding for AT is a challenge that can be overcome by examining as many funding sources as possible; and, by being creative, well organized, and persistent in timely follow-up as your request proceeds through a funding system. The purpose of these guidelines is to show how a formal funding request package is prepared. To ensure a faster response, the funding request package should be forwarded to the agency only after all required documentation is complete. Remember, this is the opening documentation of your case file with any funding agency.

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 49 ■ Prepare a formal funding request package. Include the documentation “Oftentimes, par- of the needs assessment, the AT evaluation, the funding justification, any other paperwork the agency requires; and, a letter of transmittal. (This ents with a disability is done by a designated member of the assessment team.) struggle to simply ■ Keep copies of every document and conversation concerning your meet the day-to-day funding request. Note names of persons with whom you speak, dates of communication and content of the discussion as you understood it. needs of their child ■ Consider all possible options for paying for the assistive technology and do not have the device or service: Medicaid or Medicare, private insurance, the family’s time to explore re- personal resources, a low-cost bank loan, or community resources. sources available to them.” How are appropriate funding sources selected? –From the Parent Individuals with disabilities may request the following information from a Support Project governmental agency which is legally bound to provide funding to people who meet certain eligibility requirements: ■ Request all agency information including rights and responsibilities of the individual, laws and regulations that apply to the agency, eligibility criteria, chain of command, and appeals procedures; ■ Request in writing to see a copy of your case file if you are already a client of the agency (request must be from the individual); ■ Request information, and necessary forms for application and justification for funding from government sources. Private sources have internal selection criteria for funding or loans. They are not legally bound in the same way as governmental agencies to provide funding. Contact private insurance companies, loan agencies, non-profit disability groups, local organizations and/or businesses to request the following: ■ Request information about funding policies and criteria; ■ Request necessary forms for application and justification for funding.

How might using insurance now affect future insurance costs and benefits? The use of privately or publically funded insurance for required services must be strictly voluntary. There are some very important issues to consider when parents are deciding whether or not to use their insurance: ■ Is there an annual or lifetime limit on coverage for specific services? ■ Do claims affect your chances of getting insurance in the future? ■ Do claims affect future insurance costs? Select the most appropriate funding agency based on all the information you have collected. Although they may appear complex and time-con- suming, following these steps carefully will help simplify the procedure for obtaining funding.

50 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s What is a Funding Justification? In addition to documenting the needs assessment and AT evaluation, you will need a funding justification. A funding justification is different from an AT evaluation. The AT evaluation determines what tool or equipment an individual needs. A funding justification states how that tool would improve his/her life in some way. The funding Ten Steps to a Successful Funding Request justification clearly builds the case for the funding request, Step 1 - Develop a documentation check- starting from an assumption that the AT evaluation identi- list of contents and completion fied a valid need. Minimally, it should: dates. ■ State the need that the AT will address as established Step 2 - Define the individual’s needs and in the needs assessment/AT evaluation; document the needs assessment. ■ Document the consumer’s proven ability to utilize the (See Chapter III) AT; Step 3 - Document the evaluation of the ■ Explain why this specific AT is the best solution; technology device/service. (See ■ Chapter III) Explain other solutions that were tried and found unsuccessful; Step 4 - Determine the funding sources. ■ Include pictures or video of the consumer using the AT Step 5 - Determine if alternative equip- with positive results; ment will meet the need. ■ Address any other concerns the specific funding agency Step 6 - Develop the funding justification. has historically expressed in response to similar funding Step 7 - Write the letter of transmittal requests. (cover letter). Step 8 - Receive authorization from funding agency. How should the Funding Request Package be organized? Step 9 - Search for co-payment options (if Prior to submitting the funding request, the assessment necessary). team will develop a documentation checklist to attach to the file. As each piece of documentation is added to the Step 10- Proceed with appeals process (if file, check it off. Organize and label the funding request funding is denied). package clearly. All pages should be numbered and labeled with your name, the document name, and the date. Such labeling will ensure that as the request is processed, pages will not be lost. Include a letter of transmittal.

The letter of transmittal (cover letter) should: ■ List the documentation in the request by name and/or form number; ■ Indicate how many copies of each document are in the package; ■ Give the name of the consumer; ■ Provide a name and phone number of a contact person; and, ■ Request that the funding agency get in touch with the contact person immediately if necessary documentation is missing or if processing the claim will be delayed for any reason.

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 51 How does the client communicate with the funding agency? As you can envision, working with funding sources requires patience, perseverance and attention to detail. The designated contact person should: ■ Communicate in writing whenever possible and direct calls and letters to the same person each time; ■ Maintain frequent communication with the funding source to keep the process on track; ■ Keep careful records and documentation of all communication to speed up the funding process. Contact the Idaho Assistive Technology Project (IATP) for more tips on how to develop a funding package; how to borrow or substitute a piece of equipment; or, how to proceed if your funding request is denied (1-800-432-8324 voice/TTY or visit the web site: www.educ.uidaho.edu/ idatech). You may also contact Comprehensive Advocacy for the Disabled (CO-AD) at 1-800-632-5126 if your request is denied.

Important Definitions Pertaining to Funding As you investigate the possible avenues of funding for AT, keep in mind that some options may affect your insurance policies in the future. Co-payment: A specified charge that must be paid each time care or medical services of a particular type are received. The instances in which a co-payment will be required are specified in the schedule of benefits. The co-payment must be paid before any other payment will be made for that specified benefit. The co-payment amount does not count toward satis- faction of the insured’s deductible or out of pocket maximum for the plan year. Deductible: That amount the insured must pay on covered benefits before the insurance company will pay during a benefit period. Life Time Cap: The maximum amount (limit) that the insurance is obligated to pay for all medical care during the life time of the insured. Medical Assistance (Medicaid): The insurance program administered by the Department of Health and Welfare to help eligible persons by paying certain medical costs. The program, based on financial need, is paid for by state and federal taxes.

52 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Major Funding Sources for Assistive Technology

Idaho Medicaid Programs/Ser- Medicaid is a joint state and federal program which provides health vices benefits for recipients based upon financial need. Those covered include For questions about eligibility and low-income families with children, pregnant women, elderly citizens, and funding persons with disabilities. Currently, the program covers a range of durable medical equipment (DME), supplies and services, adaptive equipment or Idaho Medicaid Office assistive technology that is medically necessary. Reimbursement catego- Division of Welfare (208) 334-5747 voice ries are “Durable Medical Equipment,” “Therapy,” or “Early and Periodic Towers Bldg. (2nd Floor) Screening, Diagnosis and Treatment (EPSDT)”. The Children’s Special Boise, ID 83720 Health Insurance Program (CSHIP) is also administered by Medicaid. (208) 334-5795 voice (800) 378-3385 voice Early and Periodic Screening, Diagnosis and Treatment (EPSDT) is a Medic- Web site: www2.state.id.us/dhw aid program that enables individuals from birth to twenty-one to receive routine health care screening and diagnostic services, and any medically necessary treatments that may not be available under a state’s Medicaid plan. A parent with disabilities who is under the age of twenty-one may benefit from the EPSDT program. (Call the EPSDT coordinator at (208) 334-5795.) The Children’s Special Health Insurance Program (CSHIP) is a part of Medicaid Children’s Special Health Insur- that provides family-centered coordinated care for Idaho children who ance Program (CSHIP) have a chronic condition which may be treated to prevent or minimize (208) 334-5747 voice a disability. CSHIP may provide preventive checkups, immunizations, Idaho Careline at 1-800-926-2588 Web site: www2.state.id.us/dhw/ or treatment for common childhood illnesses. CSHIP also provides for chip or www.idahochild.org women of child-bearing age who don’t have health insurance. Home and Community based Services (HCBS) Waiver Program, Section 1915 (c) of the Social Security Act (SSA), provide services related to the needs of specific Medicaid populations not traditionally included in the Med- icaid package. Idaho has four waivers: the State-wide DD Waiver which serves individuals with mental retardation/developmental disabilities (MR/DD); the A/D Waiver for aged and disabled people with cognitive, physical or sensory disabilities; the TBI Waiver for adults with traumatic brain injuries; and the Special Targeted DD Waiver for individuals who are or have been in the Idaho State School and Hospital (ISSH). The most common services include: case management, homemaker services, home health, respite care, chore services, transportation, habilitation, attending care services, skilled nursing, environmental/home modifications, special medical equipment, personal emergency response systems, counseling, adult day health. Contact Idaho Medicaid for information. Developmental Disabilities Program (DDP) or Adult Child Disabilities Center (A/CDC) are federal and state programs provided to meet basic health care needs of persons with developmental disabilities from birth up. Cost is based on a variable fee or sliding scale.

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 53 In-Home Assistance Program, also administered by Health and Welfare, is Funding Sources a Developmental Disability Program (DDP) that provides in-home assis- Local Developmental Disabili- tance for persons with developmental disabilities up to the age of 21. ties Program\Adult Child Disabilities Center Respite Care Program administered by Health and Welfare, is a program State Health and Welfare Depart- that provides respite care for persons with developmental disabilities in ment their home or the home of a care provider. 450 State (10th Floor) Boise, ID 83720 (208) 334-5500 voice Medicare is a federal health insurance program serving individuals over 65 years of age plus those under 65 with severe disabilities. It covers health care costs and is divided into two parts. It is Part B that can be a source of funding for assistive technology for individuals who are under the age of 65 and who qualify for Social Security Disability Insurance Idaho Medicare Programs/Ser- (SSDI) for a period of at least 25 months. The requirements are similar vices to those for Medicaid. Questions on eligibility Social Security Benefits, Part B of Medicare provides that Supplemental Security Income (SSI) is available to children with serious disabilities as Local Social Security Administra- tion/ based on functional assessments. Family income is a factor, but value of SSA Regional Office house, land, vehicle, personal household belongings, pensions, and work Attn: Disability Program property are exempt. 2001 Sixth Ave. M/S RX-50 Seattle, WA 98121 Plan for Achieving Self-Support (PASS) can be a source of funding for work 1-800-772-1213 related equipment and assistive devices such as a computer and computer 1-800-MEDICARE (633-4223) Web site: www.ssa.gov/disability access devices. A person with a disability can set aside income and resources for work related goals such as education, vocational training, or Questions on coverage starting a business. A person who receives Supplemental Security Income CIGNA Medicare (SSI) or who could qualify for SSI is eligible for PASS. 3131 W. State Street Impairment-Related Work Expenses (IRWE) provides any person receiv- Boise, ID 83720 1-800-627-2782 ing SSI or SSDI, who is working, impairment-related items and services needed for work to be deducted from earnings even if these items and To order publications services are also needed for non-work related activities. (410) 965-0945 Web site: www.ssa.gov/disability

Veteran’s Administration (VA) Medical Center provides medical assistance to service men and women to help veterans who are filing a disability claim for service connected benefits. The VA will fund some assistive technology for veterans who are receiving medical benefits. TRICARE is the military health insurance plan for eligible family mem- Prosthetic and Sensory Aids bers of active duty service members and military retirees. It includes the Service Veteran’s Administration (VA) Program for Persons with Disabilities (PFMP) and Exceptional Family Medical Center Member Program (EFMP). 500 W. Fort St. Boise, ID 83702 Vocational Rehabilitation Services (Voc. Rehab.) is a joint state-federal (208) 338-7235 voice plan that provides funding to help individuals with disabilities pursue vocational goals, independence, and integration into the community. TRICARE A person must have a physical or mental disability which results in a 1-800-404-2042 substantial handicap to employment; and there must be a reasonable

54 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Funding Sources expectation that, with the provision of services, the person will be able to become employed. By law, each client must have an Individualized Vocational Rehabilitation (Voc. Written Rehabilitation Plan (IWRP) built around his/her employment Rehab.) Services goal. All services, including assistive technology (AT), must flow from For questions on eligibility and that goal and must be included in the IWRP. A Vocational Rehabilita- coverage tion counselor or representative is on the Transition IEP Team for a high

Idaho Division of Vocational school student with disabilities (age 12 or older) to help plan goals for Rehabilitation future employment. Len B. Jordan Bldg. 650 W. State St. Rm. 150 The Job Training Partnership Act (JTPA) is a federal-state program de- P. O. Box 83720 signed to provide training opportunities for disadvantaged or disabled Boise, ID 83720-0096 adults and youth over 16. The program is not an entitlement program (208) 334-3390 voice 1-800-856-2720 and has limited funds.

Workers Compensation is employers insurance which is required by law Job Training Partnership Department of Employment to cover job related employee injuries, disabilities or accidents. 317 Main Street Boise, ID 83735 (208) 334-6100 voice Senior Reverse Mortgage (RM), insured by the Federal Housing Admin- Industrial Commission Workers Compensation istration (FHA), was created as a solution to the financial needs of persons 317 Main Street over 62 years of age who face the daily challenge of living on a fixed or Boise, ID 83720 limited income. The only approved reverse mortgage is the Home Equity (208) 334-6000 voice Conversion Mortgage (HECM). You are required to contact an approved HECM Reverse Mortgage Coun- reverse mortgage counselor for pre-purchase counseling. This program selor may be of use to grandparents who are raising grandchildren. 1-888-466-3487 voice Web site: www.hud.gov/offices/ hsg/sfh/hcc/hccprof14.cmf Web site: www.hudhcc.org/agen- Early Intervention Programs/School Systems cies/idaho.txt Idaho Housing and Finance As- These State agencies have developed policies and guidelines for procur- sociation ing and purchasing AT for children with disabilities. (HUD approved RM Counselor) 565 West Myrtle School Districts are required to provide AT for children with disabili- Boise, ID 83702 ties if it is needed for his/her free appropriate public education (FAPE). (208) 331-4847 voice Districts assign the IEP team the responsibility of locating and securing funding for the AT device or service listed in the student’s IEP. Parents should contact the local school special education department. Idaho Infant Toddler Program for young children (0-3 years) will help evaluate the needs of an infant or toddler, help obtain AT, and train families to use it, at no cost to the parents. The AT and services must be listed in the child’s Individualized Family Service Plan (IFSP). For information, contact Idaho Care Line at 1-800-926-2588. The e-mail address is: careline@ idhw.state.id.us or use the web site: www.idahochild.org.

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 55 Third Party Funding Sources Funding Sources ■ Third Party Payment (Private insurance, national nonprofit organizations, local community service agencies, loans): All or any of these avenues should be tried if the parents wish to do so. It is important to find out about any “Lifetime Caps” that may appear in insurance policies. It is imperative that parents understand the possible limitations or rules on caps on the policies before tapping into them. • Private Insurance Plans may buy equipment or pay part of the cost, but it will depend on the policy. The equipment must be considered medically necessary and will require a doctor’s prescription. The devices are unlikely to be listed specifically in the policy, but may be included under some generic term like “therapeutic aids”. The use of private insurance is strictly voluntary. • Idaho Assistive Technology Loan Program helps to provide Idahoans Idaho Low Cost Loan Program with disabilities, their families, or representative, the opportunity For questions on eligibility to acquire a low interest loan for the purpose of equipment or fund home modifications. The loan program was established through the Idaho Assistive Technology Idaho Assistive Technology Project and financed through coopera- Fund Idaho Assistive Technology tion with several Idaho banks. Project • Personal Payment by Parents are often used to purchase adaptive 129 West Third Street Moscow, ID 83843 equipment, AT devices or home modifications. 1-800-432-8324 voice • Foundations and clubs such as the Elks, Moose Lodge, Rotary, Lions, Web site: www.educ.uidaho.edu/ idatech Shriners, Kiwanis, Cristina Foundation, Bell Telephone, Pioneers of America, Sertoma, Quota, Soroptomists, Optimists, sororities/fra- ternities, Knights of Columbus, and/or churches may offer money to buy technology. Check with foundations in your area. Coverage is usually for local individuals. • Employers and Local Businesses: In our own communities, there are many opportunities for private funding through businesses. Cover- age varies. Employers usually assist employees, their families, and the local community. Often businesses have a component which includes giving back to the local community. • Private corporations/AT manufacturers/Vendors such as IBM, Apple, Microsoft, Dell, Gateway, Bell Telephone, IntelliTools and many others may offer AT through research and schools, if not to individuals. Some offer loan or used equipment programs and training/education programs. ■ Non-Profit Disability Associations may be able to loan equipment or provide information about other funding sources or support groups. Usually they, themselves, do not provide funds. See the names and addresses of state and national organizations in Chapter VI.

56 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s As s i s ti v e Te c h n o l o g y Re s o u r c e s f o r Pa r e n t s w it h Di s a b i l iti e s VI Idaho State Agencies, Organizations and Resources The Idaho Assistive Technology Project

Idaho Assistive Technology The Idaho Assistive Technology Project (IATP) assists Idahoans with Project disabilities to acquire the assistive technology they need to live more Center on Disabilities and Human independent and productive lives. The IATP is dedicated to increasing Development University of Idaho the availability of assistive technology throughout Idaho, appropriate to 129 West Third Street individual needs, for Idaho citizens with disabilities. The IATP conducts Moscow, ID 83844-4401 activities in three broad areas: Policy; training and empowerment; and, (208) 885-3573 voice/TTY (208) 885-3628 fax individual advocacy and support. Services and support for all users of 1-800-432-8324 or 1-800-IDAT- assistive technology include the following: ECH Web site: www.educ.uidaho.edu/ ■ AT assessment and consultation services (Examples of AT may be idatech borrowed to try at home. Items are shipped statewide for use by individuals and schools.); Michelle Doty, Training Specialist/ Project Coordinator ■ a state-wide information and referral program related to assistive (208) 885-3630 voice technology (Catalogs, information sheets, and videos describing assis- E-mail: [email protected] tive technology devices and services are available at no charge.); Sue House, Information and Re- ■ state-wide training and technical assistance to parents, children, and ferral Specialist (208) 885-3771 voice professionals (The IATP regularly holds workshops, sponsors technol- E-mail: [email protected] ogy fairs, makes presentations to individuals and organizations, and provides on-going technical assistance throughout Idaho.); ■ advocacy and legal services related to assistive technology through its affiliation with Comprehensive Advocacy, Inc. (Co-Ad) (Areas of assistance include Medicaid, Medicare, private insurance, special education, and vocational rehabilitation.); ■ low interest loans to purchase assistive technology through the combined efforts of several Idaho banks, the Idaho Community Founda- tion and the IATP (Any person with a disability living in Idaho, or any One goal of the IATP is to person acting on their behalf, may apply for a loan.); increase the availability of ■ a state-wide used equipment recycling program through which individuals can find listings of devices available for sale or, in some AT services, even in the cases, at no cost; most rural areas of Idaho. ■ home assessments by RESNA trained Assistive Technology prac- —Seiler titioners to help parents identify their environmental needs and the AT solutions, adaptations and home modifications across all areas of the home. They recommend builders who have expertise in making a home accessible for an individual with disabilities. They also help locate people who can custom-make or adapt devices or technology to meet a parent’s specific needs.

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 57 State Agencies

Idaho State Department of Education Department of Health and Welfare (Education Services Ages 3-21) 450 W. State Street, 5th Floor Bureau of Special Education Boise, ID 83720-0036 Department of Education (208) 334-5512 voice 650 W. State Street (208) 334-6664 fax P. O. Box 83720 Web site: www2.state.id.us/dhw/directory Boise, ID 83720-0027 (208) 332-6910 voice Children’s Mental Health Services (208) 334-4664 fax Bureau of Family and Children’s Services Web site: www.sde.state.id.us/SpecialEd/Staff Department of Health and Welfare 450 W. State Street, 3rd Floor Preschool (3-5) Programs Boise, ID 83720-0036 Bureau of Special Education (208) 334-5700 voice Department of Education Web site: www2.state.id.us/dhw/directory/regions.htm 650 W. State Street P.O. Box 83720 Idaho Division of Vocational Rehabilitation Boise, ID 83720-0027 650 W. State Street, Room 150 (208) 332-6910 voice Boise, ID 83720-0096 (208) 334-4664 fax (208) 334-3930 voice Web site: www.state.id.us/dvr/idvrhome.htm Bureau of Developmental Disabilities

Idaho Infant-Toddler Program Department of Health and Welfare The Idaho Infant Toddler Program provides early intervention services 450 W. State Street, 7th Floor to meet the developmental needs of any child (0-3 years) with disabilities Boise, ID 83720 or developmental delays, and the needs of the family related to enhancing (208) 334-5523 voice (208) 334-0645 fax the child’s development. The services are carried out at no cost to parents 1-800-926-2588 (Idaho Care Line) and in community settings so that children with disabilities or delays grow 1-800-677-1848 (Spanish) up with their families and peers. Seven regional offices provide services E-mail: [email protected] under the Idaho Infant Toddler Program. Web site: www.idahochild.org

Baby monitor and monitor sensor cause flashing light (for hearing impaired parent)

58 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s State Agencies Idaho Indian Health Services and the Indian Head Start Programs are provided by the Bureau of Indian Affairs. Each tribe or nation has its own program. Call the numbers listed below for more information.

Idaho Indian Health Services and the Indian Head Start Programs

Coeur d’Alene Tribe Nez Perce Tribe Indian Health Services Indian Health Services Benewah Medical Center P.O. Box 367 1151 B Street Lapwai, ID 83540 P.O. Box 388 (208) 843-2271 voice Plummer, ID 83851 (208) 686-1931 voice Nez Perce Tribe Head Start 1-800-325-7371 (208) 843-5428 voice

Coeur d’Alene Tribe Head Start Northwest Band of Shoshoni Nation (208) 843-5428 voice Indian Health Services 427 N. Main, Suite 101 Duck Valley Shoshone-Paiute Tribe Pocatello, ID 83204 Indian Health Services (Tribal Headquarters) (208) 478-5712 voice P.O. Box 130 (208) 478-5713 fax Owyhee, NV 89832 (775) 757-2921 voice Shoshone-Bannock Tribes Indian Health Services Kootenai Tribe of Idaho P.O. Box 717 Indian Health Services Fort Hall, ID 83203 P. O. Box T (208) 238-2400 voice Bonners Ferry, ID 83805 (208) 267-2253 voice Shoshone-Bannock Tribes Head Start (208) 238-3986 voice

Organizations with a focus on advocacy, information and referral, and support services Alliance for Technology Access Alliance for Technology Access (ATA) is a non-profit organization ad- (ATA) ministered by United Cerebral Palsy of Idaho. It provides information The Idaho State-wide AT Loan Library and support services to children and adults with disabilities all across United Cerebral Palsy of Idaho the state, increasing their use of technology. It includes resource centers, Inc. (UCPI) developers and vendors, affiliates and associates that serve consumers, 5420 W. Franklin, Suite A Boise, ID 83706 schools, health professionals and community organizations. It serves (208) 377-8070 voice people of all ages and all disabilities. The Idaho State-wide AT Loan (208) 322-7133 fax Library is also operated by UCPI. Parents may borrow AT devices to try 1-888-289-3259 voice or use on a temporary basis. Web site: www http://ucpidaho. ataccess.org

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 59 Center on Disabilities and Human Development (CDHD), a University State Organizations Center for Excellence in Developmental Disabilities for Idaho, which Center on Disabilities and Hu- provides facilities and research programs to help serve the needs of man Development individuals with developmental disabilities. The goal is to improve the University of Idaho quality of life for people with disabilities across the age span by promoting 129 West Third Street Moscow, ID 83843 independence, productivity and participation in integrated community (208) 885-3574 or (208) 885-3559 settings. voice (208) 885-3628 fax Web site: www.educ.uidaho.edu/ cdhd

Centers for Independent Living (CILs) operate three main offices, each of which has satellite offices. The centers offer services to people with disabilities in four major areas: advocacy, information and referral, peer counseling, and independent living training skills. The services are individualized to meet the needs of a person with disabilities who wants to live independently in his/her own community.

Living Independently for Disability Action Center Living Independence Net- Everyone (LIFE) 2311 Park Ave., Suite 7 Northwest (DAC-NW) work Corp. (LINC) Pocatello Main Office Burley, ID 83318 Moscow Main Office Boise Main Office P.O. Box 4185 (208) 678-7705 voice 124 East Third Street 2500 Kootenai 845 W. Center (83204) (208) 678-7771 fax Moscow, ID 83843 Boise, ID 83705 Pocatello, ID 83201 E-mail: [email protected] (208) 883-0523 voice (208) 384-5037 voice (208) 232-2747 voice (208) 883-0524 fax E-mail: [email protected] (208) 232-2753 fax Fort Hall Office (Satellite) E-mail: [email protected] E-mail: [email protected] C/o Pocatello Main Office Canyon County Satellite Office P.O. Box 4185 Coeur d’Alene Satellite 2922 E. Cleveland Blvd. #800 Blackfoot Office (Satellite) 845 W. Center (83204) Office Caldwell, ID 83605 P.O. Box 86 Pocatello, ID 83201 1323 Sherman Ave., Suite 7 (208) 454-5511 voice 67 N. Maple (208) 478-3929 voice Coeur d’Alene, ID 83814 (208) 454-5515 fax Blackfoot, ID 83221 (208) 664-9896 voice (208) 785-9648 voice Idaho Falls Office (Satellite) 1-800-854-9500 voice Twin Falls Satellite Office (208) 785-9648 fax 2110 Rollandet Ave. (208) 666-1362 FAX 132 Main Street South E-mail: [email protected] Idaho Falls, ID 83402 Twin Falls, ID 83301 (208) 529-8610 voice (208) 733-1712 voice Burley Office (Satellite) (208) 529-6804 fax (208) 733-7711 fax E-mail: [email protected]

Comprehensive Advocacy, Inc. (CO-AD) accepts referrals, through a Comprehensive Advocacy, Inc. collaborative effort with the Idaho Assistive Technology Project (IATP), (CO-AD) Idaho’s Protection and Advocacy to obtain advocacy and legal services related to assistive technology. Ar- System eas of assistance include: Medicaid, Medicare, Private Insurance, Special 4477 Emerald, Suite B-100 Education, Vocational Rehabilitation. Boise, ID 83706 (208) 336-5353 voice (208) 336-5396 fax E-mail: [email protected]

60 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s State Organizations Idaho Head Start Association offers preschool programs for children Idaho Head Start Association not enrolled in privately funded programs. Head Start is paid for by 200 North 4th Street government funds and is also available to Indian and Migrant children. Suite 20 Call the Community Action Offices in your region to reach the Head Start Boise, ID 83702 Coordinator. (208) 345-1182 voice (208) 345-1163 fax 1-800-574-2008 voice E-mail: [email protected]

Council for the Deaf and Hard Idaho Commission for the Blind Idaho Council on Developmental of Hearing and Visually Impaired Disabilities 1720 Westgate Drive 341 W. Washington 802 W. Bannock Boise, ID 83704 Boise, ID 83720 Boise, ID 83702-5840 (208) 334-0879 voice/TDD (208) 334-3220 voice (208) 334-2178 voice (208) 2963 fax (208) 334-3417fax (208) 334-2179 TDD 1-800-544-2433 Web site: www.state.id.us/icdd

Idaho Migrant Council The Idaho Migrant Council is a statewide program that has seven regional Migrant Head Start Program offices. You may call the office listed above for information about the other 317 Happy Day Blvd. Caldwell, ID 83607 regions and about the Migrant Head Start Programs in each region. (208) 454-1652 voice

Idaho Parents Unlimited (IPUL) is a statewide organization which pro- Idaho Parents Unlimited (IPUL) vides support, information and technical assistance to parents of children 600 North Curtis Road, Suite 100 and youth with disabilities. IPUL, headquartered in Boise, has seven Boise, ID 83706 (208) 342-5884 voice/TDD regions, which correspond to the state Health and Welfare offices. (208) 342-1408 fax 1-800 242-4785 E-mail: [email protected] The Idaho Relay Service makes telephone communication possible Idaho Relay Services for the between two deaf or hard of hearing persons (or between deaf or hard Deaf and Hard of Hearing of hearing persons and a hearing person). The caller’s number is dialed (Hamilton Telecommunications) P.O. Box 285 by the relay service and the conversation is typed and spoken verbatum Aurora, NE 68818 for the two parties. 1-800-368-6185 voice/TDD

Idaho School for the Deaf and the Blind provides diagnostic services Idaho School for the Deaf and and educational programs for children with vision and hearing deficits, Blind (ISBD) birth to 21, as well as consultation and support services, information, and 1450 Main Street Gooding, ID 83330-1899 loan of some equipment to elementary and secondary schools throughout (208) 934-4457 voice/TDD the state. (208) 934-8352 fax

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 61 The Idaho Speech, Language and Hearing Association, an education- State Organizations based clinic, accepts referrals from doctors and community services in southeastern Idaho. It conducts language, speech and hearing evaluations Idaho Speech, Language and Hearing Association and provides therapy. Idaho State University Campus Box 8116 Pocatello, ID 83209 (208) 236-3495 voice The Idaho State Bar Association provides an Attorney Referral Service Idaho State Bar Association and the Idaho Volunteer Lawyers Program (1-800-221-3295 voice). 525 West Jefferson P.O. Box 895 Boise, ID 83701 (208) 334-4500 voice (208) 334-4515 fax

Idaho State Independent Living Council (SILC) is a state organization Idaho State Independent Living which advocates for equal opportunity, equal access, self-determination, Council (SILC) PO Box 83720 independence and choice for people with disabilities. SILC works toward 350 North 9th, Suite 610B systems and policy change to eliminate discrimination wording in Idaho Boise, ID 83720-9601 state code and federal laws. SILC also provides information, conducts (208) 334-3800 voice/TDD (208) 334-3803 fax studies and outreach to expand and improve independent living services 1-800-487-4866 in Idaho. SILC draws its council membership from many Idaho organi- Web site: www2.state.id.us/silc/ zations whose primary focus is to help Idahoans of all ages, who have index.htm disabilities, to live as independently as possible.

The Idaho Task Force on the Americans with Disabilities Act (ADA) is Idaho Task Force on the Ameri- a private non-profit organization that provides technical assistance, train- cans with Disabilities Act (ADA) ing, consultation, and information on the ADA and related laws. 1311 West Jefferson Boise, ID 83702 (208) 344-5590 voice (208) 344-5563 fax E-mail: [email protected]

Lifeline Systems, Inc. offers an emergency communications system: A Lifeline Systems, Inc. hotline to a central location in the com- 640 Memorial Dr. Cambridge, MA 02139 munity which will, in turn, notify a des- 1-800-451-0525 ignated family member or the medical facility, ambulance, or fire department. The costs vary.

Ramp to front door with recommended ramp pitch (one inch in rise for each foot of distance, 1:12)

62 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s State Organizations Easter Seal Society is a charitable organization that provides services to Easter Seal Society/Goodwill people of all ages with any disability. It provides technology and equip- Industries ment services, support groups, disability awareness, information and 1350 Vista Ave. Boise, ID 83750 referral. There are regional offices throughout Idaho. (208) 384-1910 voice 1-800-347-1910 voice

Idaho Epilepsy League Multiple Sclerosis Society-Idaho Muscular Dystrophy Association 310 W. Idaho Division 1166 N. Cole Boise, ID 83702 6901 Emerald, Suite 203 Boise, ID 83704 (208) 334-4340 voice Boise, ID 83704 (208) 327-0107 (208) 332-6721 voice 1-800-572-1717 voice

National Alliance for the Men- The National Alliance for the Mentally Ill (NAMI) is a nonprofit, family tally Ill, Idaho (NAMI Idaho) Executive Director organization dedicated to support, education and advocacy on behalf of P.O. Box 68 people with a mental illness and their families. There are many NAMI Albion, ID 83311 groups across Idaho. Call the number listed for information. 1-800-572-9940 voice E-mail: namiid@atcnet

Parenting Education, Extension The Idaho Extension Service provides publications, information on Family Development Special- parenting, and parenting classes using Parents As Teachers curriculum ist Family and Consumer Sciences for parents in Idaho. U of I, Boise Center 800 Park Blvd., Suite 200 Boise, ID 83712 (208) 364-4016 voice (208) 364-4035 fax Organizations with Emphasis on Recreation for People with Disabilities

Alternative Mobility Adventure Alternative Mobility Adventure Seekers (AMAS), a part of the Boise Seekers (A.M.A.S.) City Parks and Recreation, promotes recreation, fitness, sport and social Boise Parks and Recreation 700 Robbins Road activities for people with disabilities in southwestern Idaho. Boise, ID 83702 (208) 384-4486 Web site: www.cityofboise.org./ parks

C. W. Hog Cooperative Wilderness handicapped Outdoor Group (C. W. Hog) is a Idaho State University regional self-help group established at Idaho State University to provide PO Box 8128 Pocatello, ID 83209 recreational opportunities and educate communities to accept and value (208) 282-3912 voice people with disabilities. (208) 282-3111 fax Web site: www.isu.edu/cwhog

SAIL (Self Awareness in Lei- Self Awareness in Leisure (SAIL) is an organization that promotes sure) outdoor activities including sailing, cycling, cross-country skiing, and PO Box 1143 Hayden, ID 83835 recreational therapy for people in northern Idaho. There are many activi- Web site: www.sail-s.com ties and classes scheduled in the area. E-mail: [email protected]

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 63 National Organizations and Conferences

There are many national organizations that will be helpful to parents with disabilities in the investigation or use of assistive technology.

Discipline-specific Professional Organizations American Occupational Therapy Association (AOTA) International Society for Augmentative and Alterna- 1383 Piccard Drive tive Communication (ISAAC) Rockville, Maryland 20850 428 East Preston Street (301) 948-9626 voice Baltimore, Maryland 21202-39943 1-800-843-2682 (toll-free number for members only) The Association for Persons with Severe Handicaps American Speech-Language-Hearing Association (ASHA) (TASH) 10801 Rockville Pike 710 Roosevelt Way N. E. Rockville, MD 20852 Seattle, WA 98115 (301) 897-5700 voice 1-800-482-8274 voice (301) 897-0157 TTY 1-800-638-8255 or 1-800-638-6868

Interdisciplinary Professional Organizations

RESNA is the premier organization focused on assistive technology. Rehabilitation Engineering and RESNA holds an annual conference devoted entirely to assistive technol- Assistive Technology Society of North America (RESNA) ogy. It publishes a journal called Assistive Technology. In addition, RESNA Suite 1540 offers a number of other publications. For any therapist whose focus is 1700 North Moore St. assistive technology, RESNA membership is a must. Under RESNA, every Arlington, VA 22209 (703) 524-6686 voice state operates an information and referral program on assistive technology (703) 524-6630 fax devices and services. Idaho’s program is the Idaho Assistive Technol- (703) 524-6639 tdd ogy Project (IATP). Call 1-800-432-8324 or visit the web site: www.educ. Web site: www.resna.org uidaho.edu/idatech E-mail: [email protected]

TRACE publishes The Trace Resource Book: Assistive Technology for Com- TRACE Research and Develop- munication, Control, and Computer Access. This 900+ page book is compiled ment Center and updated to help professionals, consumers, and family members un- University of Wisconsin, College of Engineering derstand and locate useful tools. Emphasis is on functions, not disabili- 5901 Research Park Blvd. ties, so the products are organized under “Communication,” “Control,” Madison, WI 53719 “ Computer Access,” and “Special Software”. It includes information (608) 202-6966 Web site: www.trace.wisc.edu/ resources. The RESNA and TRACE and ABLEDATA (database) guides are critical resources for assistive technology. TRACE conducts research in the field of AT, including the Universal Design/Disability Access program and Universal Design Research Project.

64 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s National Organizations ABLEDATA is a national electronic database for assistive technology (AT) ABLEDATA (A National Electronic containing more than 25,000 commercially available products for people Database for AT) with disabilities from approximately 2500 manufacturers. It provides National Rehabilitation Information Center detailed information for products in all aspects of independent living, 8455 Colesville Road, Suite 935 personal care, transportation, communication and recreation. Silver Spring, MD 20910-3319 (301) 589-3563 voice 1-800-346-2742 or 1-800-227-0216 Web site: www.abledata.com

Assistive Technology Industry Assistive Technology Industry Association (ATIA) is an organization Association (ATIA) that serves as the collective voice of the Assistive Technology industry 526 Davis Street, Suite 217 so that the best products and services are delivered to people with dis- Evanston, IL 60201 1-877-687-2842 voice abilities. The ATIA represents the interests of its members to business, 1-847-869-1282 government, education and the many agencies that serve people with 1-847-869-5689 fax disabilities. ATIA holds a conference each year to demonstrate new AT. E-mail: [email protected] Web site: www.atia.org/ People with disabilities are invited.

Closing the Gap Closing the Gap offers an annual conference that is held in Minneapolis P.O. Box 68 each year. This conference attracts a number of therapists as well as edu- Henderson, Minnesota 56044 (612) 248-3294 voice cators. The focus of Closing the Gap is mainly, though not exclusively, on assistive technology for education. One does not become a member of Closing the Gap but rather subscribes to its bi-monthly newspaper. For school-based occupational therapists, a subscription to Closing the Gap is a very helpful information source.

March of Dimes Resource The March of Dimes is a national voluntary health agency whose mission Center is to improve the health of babies by preventing birth defects and infant 1275 Mamaroneck Avenue White Plains, NY 10605 mortality. It is a major source of information on pregnancy and birth 1-888-MODIMES (888-663-4637) defects. The agency funds programs of research, community services, (914) 997-4764 TTY education and advocacy to save babies. (914) 997-4763 fax (e-mail) resourcecenter@ modimes.org Web site: www.modimes.org

National Assistive Technology The Neighborhood Legal Services, Inc. is an advocacy group which pro- Advocacy Project vides an excellent source of information about court cases and decisions. Neighborhood Legal Services, Inc. The National Assistive Technology Resource Library has established a 295 Main St., Room 495 work-searchable digest, using computer technology, to store and retrieve Buffalo, NY 14203 documents on hearing and court decisions involving assistive technology. (716) 847-0650 E-mail: [email protected] The National Assistive Technology Resource Library web site is: (http// Web site: www.nls.org home.sprynet.com/sprynet/nls01).

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 65 National Cristina Foundation is a non-profit foundation dedicated to the National Organizations support of training through donated, used technology. Cristina Foun- National Cristina Foundation dation is a partner with Computing Technology Industry Association 181 Harbor Dr. (CTIA) with over 7,500 manufacturers, distributors and businesses. The Stamford, CT 06902-7474 foundation provides computer technology and solutions to give people (203) 967-8000 voice (203) 406-9725 fax with disabilities, students at risk, and the economically disadvantaged, 1-800-274-7846 the opportunity, through training, to lead more independent, productive [email protected] lives. At the same time, it gives technology resources from an enterprise a second productive life.

The Assistive Technology Funding and Systems Change Project has as Assistive Technology Funding goals to remove barriers and promote systems change to provide greater and Systems Change Project United Cerebral Palsy Associa- access to assistive technology devices and services. tions Suite 700, 1660 L Street, NW Washington, D.C. 20036 1-800-872-5827 voice (202) 776-0414 fax (e-mail) [email protected]

The Center for Applied Special Technology (CAST) expands opportuni- Center for Applied Special ties for people with disabilities through product development and applied Technology (CAST) 39 Cross Street research. CAST product development focuses on creating universally Peabody, MA 01960 designed curriculum and software including network learning systems for Web site: www.cast.org elementary schools and colleges; and, supported learning tools and curriculum in the areas of literacy, mathematics, science, and social studies. Research is conducted in classrooms, homes, community organizations and on the Internet. The new technologies can be used, not only to overcome existing learning barriers, but also to design learning environments with fewer barriers right from the start.

Center for the Study of Autism provides information and research on Center for the Study of Autism, autism, auditory integration training and sensory integration therapy. Inc. P. O. Box 4538 Salem, OR 97302 (503) 363-9110 voice Web site: www.autism.org

Grandparents Information Center (GIC) provides information about Grandparents Information services and programs that can help improve the lives of grandparent- Center (GIC)American As- sociation of Retired Persons headed households. Information is in Spanish and English. GIC operates (AARP) a national database for grandparent support organizations such as family 601 E Street NW service agencies, legal services, foster care and adoption. Washington DC 20049 202-434-2296 voice 1-800-424-3410 fax E-mail: [email protected] Web site: www.aarp.org/grandparents/

66 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s National Organizations Rehabilitation Institute of Chicago, Rehabilitation Engineering Depart- Rehabilitation Institute of Chi- ment designs and makes top-notch adaptive equipment and devices. cago Attn. Rehabilitation Engineering Department 345 E. Superior, 14th Floor Chicago, Il 60611 (312) 238-1291 voice Web site: www.rehabchicago.org

Through the Looking Glass Through the Looking Glass (TLG) houses the National Resource Center (TLG) for Parents with Disabilities and their families. Resources include national 2198 Sixth Street, Suite 100 Berkeley, CA 94710 information and referral for parents and professionals on a wide variety 1-800-644-2666 voice of topics including custody, adoption, pregnancy, and birthing, adaptive 1-800-804-1616 TTY parenting and baby care equipment. Adaptive baby care equipment is (510) 848-4445 fax designed and produced through TLG. The center offers professional Website: www.lookingglass.org E-mail: [email protected] training, national and international parent and teen networking projects. TLG also provides services to local families in which a parent or child has a disability.

Organizations for Persons with Vision Impairment

American Foundation for the Lighthouse International National Library Service for the Blind Blind 111 East 59th Street and Physically Handicapped (Talk- 15 West 16th Street New York, NY 10022-1202 ing Books) New York, Ny 10011 (212) 821-9200 voice 1291 Taylor Street, NW (212) 620-2000 voice (212) 821-9713 TTY Washington DC 20542 1-800-829-0500 1-800-424-8567 or Web site: www.lighthouse.org 1-800-424-8572

Organizations for Persons with Hearing Impairments

Alexander Graham Bell Association for National Captioning Institute National Information Center on Deaf- the Deaf 55203 Leesburg Pike ness 3417 Volta Place, NW Falls Church, VA 22041 Gallaudet University Washington, DC 20007-2778 (703)998-2400 voice 800 Florida Avenue, NE (202) 337-5220 voice/TDD 1-800-533-9673 Washington DC 20002 (202) 651-5051 voice (202) 651-5052 TDD

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 67 Books, Catalogs, and Publications Books Books You will find a wide array of books about specific disabilities and assistive technology listed in the catalogs and on the Internet sites. Because it is best to choose books that have the most up-to-date information, we have included only a few titles in this handbook.

Designing and Using Assistive Technology is noteworthy for its holistic view Designing and Using Assistive of assistive technology (AT). This book brings together the expertise of Technology (1998) researchers, theorists, and practitioners, and personal insights from AT by David B. Gray, Louis A Quatra- no, Morton L. Lieberman users of all ages, to examine how and why people choose and use various Paul H. Brookes Publishing Co. forms of AT. It examines the crucial intangibles of AT, such as judging P. O. Box 10624 environmental compatibility. The book is for designers, manufacturers, Baltimore, Maryland 21285-0624 and users.

Disabled Parents: Dispelling the Myths was written about parenting by a Disabled Parents: Dispelling the parent with disabilities. Michele Wates offers a realistic presentation of Myths the subject. (National Childbirth Trust Guide) by Michele Wates Publisher: Radcliffe Medical Pr. Ltd. Available from: www.amazon.com

Mama Zooms is a beautifully illustrated book for young children about Mama Zooms little boy, his mother in a wheelchair, and father who pushes her “only by Jane Cowen-Fletcher up the steepest of hills.” It is the story of happy make believe adventures Scholastic, Inc. 730 Broadway, New York, NY in a wagon, a train, an airplane and even a spaceship. It is also about 10003 Mama with her “very strong arms from all that zooming.” Order: 1-800-724-6527 voice Available from: www.amazon.com Living in the State of Stuck: How Technology Affects Persons with Disabilities Living in the State of Stuck: deals with the national problems of mis-diagnosis and abandonment of How Technology Affects Per- nd assistive technologies. Dr. Scherer gives us an consumer-driven, person- sons with Disabilities (2 ed.) by Marcia Scherer centered model to match the person with the device to get us all out of Order from: Special Needs Project a state of stuck. (www.specialneeds.com/) or 1-800-333-6867

The Accessible Housing Design Files, by Robert L. Mace has been divided The Accessible Housing Design into Tech Packs that can be used by builders, architects or individuals for Files (Tech Packs) designing room modifications for people with disabilities. Separate Tech by Robert L. Mace Center for Accessible Housing Packs are available for each of the following: bathrooms, entrances and site North Carolina State University designs, grab bars, doors and doorways, kitchens, bedrooms, windows, Box 8613 porches and patios, or vehicular transportation and parking. Raleigh, NE 27695-8613 (919) 515-3082 voice, TDD 800-647-6777 Web site: www.design.ncsu.edu/ cud/pubs/center/instructions. htm

68 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Catalogs (listed by AT Category) Assistive Technology is available through many sources: retail stores and catalogs or specialty stores and AT catalogs. Call the Idaho Assistive Tech- nology Project at 1-800-432-8324 for information or copies of catalogs.

ADAPTIVE PARENTING AIDS MOBILITY Day-timer Technologies 415 572-6260 Allegro 888-462-5534 One Step Ahead 800-274-8440 Everest & Jennings 800-322-4681 Perfectly Safe 800-837-5437 Invacare 800-333-6900 Pip Squeakers Baby Shoes 908-500-2596 The Natural Baby 800-388-2229 SENSORY ENHANCERS (Hearing/Vision) The Right Start 800-548-8531 Arkenstone 800-444-4443 Through the Looking Glass 800-644-2666 Computer Prompting 202-966-0980 Enabling Technologies 800-950-3687 AIDS FOR DAILY LIVING HiTech 800-288-8303 Adaptive Devices Group 800-766-4234 HumanWare 800-722-3393 Adrian’s Closet 800-831-2577 LS& S Group, Inc. 800-468-4789 After-Therapy 800-634-4351 Phone TTY 201-489-7889 Enrichment (Sammons Preston) 800-323-5547 Sign Enhancers 800-767-4461 Independent Living Aids, Inc. 800-537-2118 Lighthouse International 800-829-0500 SEATING & POSITIONING JC Penney’s Special Needs 800-222-6161 Danmar Products 800-783-1998 Maxi Aids 800-522-6294 HOPE Play Equipment 800-950-5185 Sensory Comfort (clothing) 888-436-2622 Rifton 800-777-4244 Tumble Forms (Sammons) 800-547-4333 AUGMENTATIVE & ALTERNATIVE COMMUNICATION ENVIRONMENTAL (Sound/Light) DEVICES Aug. Comm Consultants, Inc. 800-982-2248 Flaghouse, Inc. 800-793-7900 Communication Devices, Inc 800-604-6559 Discovery Bay Lighting L.L.C. 206) 246-2996 Crestwood Company 414-352-5678 Hammacher Schlemmer 800-543-3366 Dynavox 800-344-1778 The Sharper Image 800-344-4444 Mayer & Johnson 619-481-2489 Prentke Romich Company 800-262-1990 RECREATION AND PHYSICAL DEVELOPMENT Abilitations 800-850-8602 COMPUTER ACCESS/SOFTWARE Access To Recreation 800-634-4351 AbleLink Technologies 719-572-1517 Innovative Products 800-950-5185 AbleNet, Inc. 800-322-0956 Natural Access 800-411-7789 Access First 888-606-6769 Spinoza Company 800-282-2327 Arkenstone 800-444-4443 Sportime Abilitations 800-444-5700 California ShareWare 800-992-6621 Damark International Inc. 800-729-9000 SAFETY AND SECURITY Don Johnston, Inc. 800-999-4660 Cobra Electronics Corporation 773-889-3087 Radio Shack 800-843-74225 CompuMed, Inc. 800-722-4417 TASH 800-982-2248 Herrington 800-622-5221 Safe Return 888-572-8566 EDUCATIONAL Security Shopper 612-473-2873 Gryphon House, Inc. 800-638-0928 NeuroPage 508-620-0916 Inspiration Software Inc. 800 877-4292 Sammons Preston 800-323-5547 Leap Frog 800-701-5327 TASH, Inc. (Electric Stove Control) 800-463-5685 Riverdeep 800-362-2890 Toys For Special Children 800-832-8697 The Learning Company 800-852-2255 TOYS ELECTRONIC TRACKING Enabling Technologies 800-777-3687 Attention Control Systems, Inc. 650-493-2002 Kaplan 800-334-2014 Outfitter Electronics (GPS) 877-436225 ToyTec 716-743-0083 Supported Living Technologies 517-893-6453

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 69 Publications Publications

Assistive Technology: The Official Journal of RESNA is published quarterly Assistive Technology and focuses on practitioners in assistive technology service delivery. The Official Journal of RESNA RESNA Press Articles fall into the following categories: (1) applied research (2) review 1101 Connecticut Avenue, N.W. papers summarizing the work of several investigators (3) perspectives on Suite 700 issues in assistive technology by recognized authorities (4) practical notes Washington, D.C. 20036 or papers that describe new methods and (5) case studies that present work in progress or studies where there are only a few subjects.

Technology and Disability is a new journal concerning the application of Technology and Disability rehabilitative and assistive technology by persons with disabilities. It Andover Medical Publishers 15 Terrace Park considers both low and high technology devices designed to improve Reading, MA 01867 human function, and each issue focuses on one specific topic. Technology & Disability concerns the application of technology to the performance of major life roles: education, employment, and recreation.

Disability, Pregnancy, and Parenting International (DPPI) is published in the Disability, Pregnancy, and Par- enting International (DPPI) United Kingdom four times a year. It contains articles about becoming Available from Auburn Press parents, parenting, legal issues, and technology and services for parent- 10500 Lexington Lane ing. It is sold in the U. S. through Auburn Press. Frankfort Il 60423-2216

The Do-Able Renewable Home is full of practical information about the The Do-Able Renewable Home home modification design concepts, products, and resources that can help American Association of Retired make an existing home more comfortable for occupants who experience Persons physical limitations. 601 E Street, NW Washington D.C. 20049

Parenting With a Disability is a publication of the National Resource Center Parenting With a Disability for Parents with Disabilities. It is an important resource with up-to-date Through the Looking Glass (TLG) information about developments in legislation, technology, and parent- 2198 Sixth Street, Suite 100 Berkeley, CA 94710 ing. Available from TLG: 1-800-644-2666 Website: www.lookingglass.org E-mail: [email protected]

SOLUTIONS: Assistive Technology for People with Hidden Disabilities is SOLUTIONS: Assistive Technol- an excellent publication for people with cognitive disabilities and their ogy for People with Hidden Disabilities families and caregivers. It outlines the possible solutions for memory North Dakota Interagency Pro- loss, confusion, task organization and completion, socialization, safety gram for Assistive Technology and security and other needs. (IPAT) P. O. Box 743 Cavalier, ND 58220 1-800-265-4728 voice/TTY Web site: www.ndiapat.org E-mail: [email protected]

70 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Computer Networks Electronic Resources and Web Sites

Computer Companies There are many computer companies that have divisions dedicated to development of assistive technology for people with disabilities. Contact the companies such as IBM, Apple Computers, Gateway, Dell, Hewlett Packard, and Microsoft through web sites on the Internet.

Computer Networks Electronic networks provide web sites, bulletin boards, databases, electronic mail (e-mail) and online conferencing. Web sites supply information about laws that affect people with disabilities; how to find adaptive baby care equipment, or available resources about specific disabilities. A person can take a class or do a job. You can get in touch with other people with similar needs who are raising children. Many people subscribe to national networks like AOL or CompuServe, while many more use local companies. Parents with disabilities are finding that the Internet is much easier to access and use than ever before. Federal legislation requires all government information web sites be made accessible to employees with disabilities and to all other persons with disabilities. Many private companies and organizations throughout the country have also made their web sites accessible.

Web Sites Web Sites and Web Links to Sources of Information for Parents with Disabilities Parents with disabilities and their families can find a wealth of information, support, and assistance through a connection to the Internet. The following are web sites that can provide parents, caregivers and educators with needed and welcome information to assist them to maximize their parenting skills.

Assistive Technology Information Web Sites www.abledata.com Abledata is a nationwide, on-line database of more than 25,000 products ranging from canes to voice activated software. Searches can be ac- complished by using a keyword, brand name of company name. Each product detailed description includes the products price, manufacturer information, and distributors name and phone number.

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 71 Alliance for Technology Access (ATA) is a network of community-based Web Sites resource centers, developers and vendors dedicated to providing informa- www.ataccess.org/ tion and support services to children and adults with disabilities, and increasing their use of standard, assistive, and information technologies. Idaho Assistive Technology Project (IATP) is a federally funded project www.educ.uidaho.edu/idatech dedicated to increasing the availability of assistive technology throughout Idaho. The IATP places special emphasis on providing training and services to anyone with disabilities regardless of age or ability. Closing The Gap focuses on computer technology for people with special www.closingthegap.com/ needs. Search the annual resource directory online. National Cristina Foundation is a not for profit foundation dedicated to www.cristina.org training through donated, used technology. Cristina Foundation partners with over 7,500 manufacturers, distributers, and businesses to provide computer technology and solutions to people with disabilities, students at risk, and the economically disadvantaged. At the same time, it gives technology resources from an enterprise a second productive life. Training and Technical Assistance Center (T/TAC) Shareware/Public http://tac.elps.vt.edu/htmldoes/ Domain Library Organization maintains a large collection of public Software/Software.shtml domain programs useful to teachers and parents of special needs students. www.at-center.com Virtual Assistive Technology Center specializes in freeware/shareware for people with disabilities.

Other educational Web sites: www.shareware.com and www.free-software-freeware-downloads.com

General Disability Information Web Sites www.ala.org/parents/index. American Library Association Resources for Parents, Teens, and Kids, html the librarian’s guide to cyberspace for parents and kids, has links to over 700 sites especially for kids, teens, adults who care for them, and http://members.aol.com/dis- parents. ablenet/Main/DisableNet.html Complete Disability Network is a network run by and operated by people with disabilities for people with disabilities - 20 web sites, 1000 www.cec.sped.org web pages, 5000 links Council for Exceptional Children offers resources, information, and sup- www.childrenssoftware.com port for families of children with disabilities, and educators. Children’s Software Review reviews children’s educational software, www.eparent.com articles about computers and children, tester comments, and catalogs. Exceptional Parent: Resource Guide is a directory of national organizations, associations and programs, products and services for individuals with disabilities.

72 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Web Sites Family Village offers parents a user interface that is designed to look like a town. It includes a library card catalog of explanations of the scientific www.waisman.wisc.edu/ diagnoses of disabilities and features a coffee shop and post office which offer opportunities to communicate with other parents by providing information on mailing lists, newsgroups, Internet relay chat lines, and e-mail matches of disability diagnoses www.family.go.com The Family Planet site is not specifically designed for parents of children with disabilities, but includes information that is of concern to all families. Use SEARCH to locate “disabilities.” www.ourkids.org Our Kids provides parents with information that is helpful for raising children with disabilities. This information includes but is certainly not limited to a reading list for parents, nutrition tips, and a list of special education acronyms that is useful for parents. www.php.com Parents Helping Parents features a directory of parental resources that can be downloaded to PCs, information on their parent and professional training opportunities, a sales outlet for used computers and information on the Kids on the Block program. www.pacer.org The PACER Center in Minneapolis provides answers to many of the www.taaliance.org questions that parents of children with disabilities might have, as well www.fape.org as information on groups that might be of benefit to parents with disabilities. www.parentsplace.com/ Publications for Parents is a mega-resource center for parents covering pregnancy to old age. www.eka.com [email protected] contains links to disability resources, products and services for children and adults with disabilities.

Specific Disabilities Information Web Sites Medical Information Web Sites

LD Online - (www.ldonline.org) AIDS - (http://php.ucsf.edu) Leukemia Society of America - (www.leukemia.org) American Foundation for the Blind - (www.afb.org) Lupus Foundation of America - (www.lupus.org) The ARC - (www.thearc.org) Multiple Sclerosis Society - (www.nmss.org) Autism Society - (www.autism.org) National Organization for Rare Disorders, Inc. (NORD) - Brain Injury Association USA - (www.biausa.org/) (www.rarediseases.org) Cancer Information Service - (http://cis.nci.nih.gov) Net Connections for Communication Disorders and Sci- Oncolink: The University of Pennsylvania Cancer Center - ences - (www.mankato.msus.edu/dept/comdis/kuster2/) (http://oncolink.upenn.edu) Sensory Integration International - (www.home.earthlink. CHADD - (www.chadd.org) net/~sensoryint/) Children with Diabetes - (www.childrenwithdiabetes.com) Speech Synthesis on the Web (www.tue.nl/ipo/hearing/) Easter Seal Society - (http://seals.com) Spina Bifida Association of America - (www.sbaa.org) Epilepsy Foundation - (www.efa.org) United Cerebral Palsy - (www.UCPA.org) Family Empowerment Network - (www.downsyndrome.com)

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 73 HealthScout Web site includes a doctor locator, medical and pediatric Web Sites related encyclopedia, drug information and message boards. www.healthscout.com Illness Health Care Information Resources Internet links for patients, their families and friends. www-hsl.mcmaster.ca/tomflem/ Federal Telemedicine Gateway are electronic health care and medical ill.html education delivery services through video conferencing and interaction www.federaltelemedicine between the patient at home and health care provider at the clinical site. or www.telehomecare.umn. This web site provides links to other Web sites. edu

Web Sites Especially for Children Other medical Web sites include:

Med Help International - (www.medhelp.org) WebMD - (www.webmd.com) Medscape - (www.medscape.com) WeMedia - (www.wemedia.com) PubMed - (www.ncbi.nlm.nih.gov/PubMed)

Web Sites Especially for Parents with Disabilities Assistive Technology Industry Association (developers of AT) focuses www.atia.org on the development of quality products and services for all people with disabilities.

The Baby Signs program teaches parents how to begin two-way com- www.babysigns.com munication with their hearing pre-verbal children through the use of sign language through parenting classes, videos, and music. The Idaho Assistive Technology Loan Program offers individuals with www.educ.uidaho.edu/idatech/ disabilities low cost loans through Idaho banks. ATloanProgram/LoanPro- gram.asp

The Idaho Careline provides information about parenting resources and www.idahochild.org parenting classes throughout towns and communities in Idaho. Idaho Parents Unlimited offers parenting education, mentoring and http://ipulidaho.org information resources to parents who have children with disabilities. Resources and contact information are listed for each county in Idaho. IPUL publishes a newsletter, The Idaho Parent Network. It gives parents with disabilities a place to start in their search for information. A Mother’s Haven is an educational company that provides parenting www.amothershaven.com materials and classes in pre- and post natal care, exercises, support groups and children’s classes in music and sign language for babies. Parents with Disabilities Online offers information about medical needs, www.disabledparents.net adaptive parenting products, support from parents, themselves, web resources, books and publications.

74 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Web Sites Grandparent Information Center, AARP, offers information, publications, www.aarp.org/grandparents/ and support about the many issues that confront grandparents who are taking on the role of parents, again. www.lalecheleague.org LaLeche League provides information and supports for breast feeding. Local groups are listed on Web site. http://trfn.clpgh.org/star/links. Project STAR Parents with Disabilities Program offers a large library of html resources on reproductive issues, parenting tips and classes. www.rehabchicago.org Rehabilitation Institute of Chicago, Health Resource Center for Women www.disabledwoman.net with Disabilities provides newsletter, The Resourceful Woman. www.lookingglass.org Through the Looking Glass is a research and development organization that focuses on adaptive baby care equipment, resources, advocacy and educational materials. www.toad.net/~vme Volunteers for Medical Engineering (VME) design and fabricate AT devices and equipment. www.wwrc.net Woodrow Wilson Rehabilitation Center, Department of Occupational Therapy offers a video, “I Am a Momma Now,” that illustrates the use of adaptive skills and modified equipment used in child care (800-345-9972, Ext. 27962).

Ask Jeeves for Kids is a specially designed search engine that enables users to enter their search in the form of a question. www.ajkids.com/ Homework Heaven is an extensive collection of online resources to assist students in locating information to complete their homework. www.homeworkheaven.com/ Kid Stuff is a part of the Complete Disability Network that connects children to fairy tales, games, and other activities designed for children http://members.aol.com/dis- with disabilities. ablen2/ChildrenFable/Chil- dren.html Leap Frog Schoolhouse is a part of the Leap Frog Toy company. If you get the palm computer, IQUEST, for example, you can download chapters www.leapfrog.com of your school’s textbooks and study questions for each chapter as well as organize your day and keep track of assignments. The items made by this company are excellent examples of digital curricula. StudyWEB is a web site designed to assist students as they complete homework and research assignments. www.studyweb.com/ The Sibling Support Project is an national program dedicated to the interests of brothers and sisters of people with special health or devel- www.chmc.org/departmt/sib- opmental needs. supp/

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 75 Universal Design Web Sites Web Sites Bookshare.org supplies over 10,000 accessible books in digital format for www.bookshare.org people who are blind, learning disabled, or who have mobility limitations; and for the schools and organizations that serve them. Center for Applied Special Technology conducts research to expand www.cast.org the use of technology and to support access to learning materials by all persons with disabilities Universal Design Education supports education in teaching about uni- www.udeducation.org versal design for as many people as possible regardless of age, ability, or situation. Universal Home is a web site of the American Association of Retired www.aarp.org/universalhome Persons that focuses on the development of accessible home modification and equipment. It offers many ideas and suggestions that allow people to function well in their own homes over their lifetime. The Design Linc is an online resource for accessability, design, and re- www.designlinc.com sources for persons with disabilities National Library Service for the Blind and Physically Handicapped www.loc.gov/nls (NLS/BPH), Library of Congress provides free loan of recorded and Braille books, magazines, music scores in Braille and large print, and specially designed playback equipment to U.S. citizens who need themand to organizations that serve them. Recording for the Blind and Dyslexic (RFB&D) provides recorded text www.rfbd.org books and other educational materials to all people with “print disabilities.” The levels range from college to kindergarten. The texts are in the process of being transferred to CD Rom and the Internet. RESNA, the Rehabilitation Engineering and Assistive Technology Society www.resna.org/taproject/poli- of North America, is the federally funded organization that supports assis- cy/community/hmrg.htm tive technology in every state, including the Idaho Assistive Technology Project. RESNA works toward systems and policy change and provides a wealth of information about assistive technology devices and services.

(IATP Fact Sheet available from the Idaho Assistive Technology Project, Center on Disabilities and Human Development, 129 West Third Street, Moscow, ID 83843)

76 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Re f e r e n c e s

Administration on Aging. (2003). Grandparents raising grandchildren, fact sheet. Retrieved from http.//www.aoa.gov.factsheets/grandparents.htlm (Available from the Administration of Aging, U.S. Department of Health and Human Services, Washington, DC 20201).

Barrier Free Environments. (Feb. 1994). The accessible housing design files. VII Kitchen tech PACK. (Available from Van Norstrand Reinhold, 7625 Empire Dr., Florence, KY 41042.)

Enders, Alexandria, & Hall, Marion. ( Eds.). (1990). Assistive Technology Source Book. RESNA, Suite 700,1100 Connecticut Avenue, N.W., Wash- ington, D.C. 20036.

Fundamentals in Assistive Technology Course (2000). RESNA, The Rehabilita- tion Engineering and Assistive Technology Society of North America. (Avail- able at 17700 N. Moore Street, Suite 15400, Arlington, VA 22209-1903). Mann, W. C., Hurren, D., Tomita, M., Bengali, M. and Steinfeild, E. (1994). En- vironmental problems in homes of elders with disabilities: The university of Buffalo Rehabilitation Engineering Center on Aging Consumer Assessment Study. The Occupational Therapy Journal of Research, 14, 1-21.

Jans, L., and Stodddard, S. (1999). Retrieved October 24, 2003. Chartbook on women and disability in the united states. An InfoUse Report. Washington, D. C.: U. S. National Institute on Disability and Rehabilitation Research. p. 31-33.

Lee, Judith A. (Fall 1999). Solutions: assistive technology for people with hidden disabilities. The North Dakota Interagency Program for Assistive Tech- nologies. (Available from P.O. Box 743 Cavalier, ND 58220).

Parents With Disabilities Program. (text version). Retrieved October 24, 2002, from http//trfn.clpgh.org/star/libres.htlm, Library resources, Project Star Parents with Disabilities Program, The Children’s Institute, 6301 Northum- berland St. Pittsburgh, PA 15217

Rhoads, E. L., Doty, M., and Seiler, R. J. (2002). Assistive technology for school age children. (Available from the Idaho Assistive Technology Project, Center on Disabilities and Human Development, 129 West Third Street, Moscow, ID 83843).

Salmen, J. P. S. (Ed.). (1994). The do-able renewable home: making your home fit your needs. (Available from American Association of Retired Per- sons, Consumer Affairs Department, 601 E Street, N. W., Washington D. C. 20049).

Seiler, R. J. (1997). Assistive technology and environmental problems in the homes of Idaho’s older persons. Unpublished master’s thesis, University of Idaho, Moscow.

Seiler, R. J. and Rhoads, E. L. (1998). Assistive technology for older persons. (Available from the Idaho Assistive Technology Project, Center on Disabili- ties and Human Development, 129 West Third Street, Moscow, ID 83843).

Vensand, K., Rogers, J., Tuleja, C., DeMoss, A. (2000). Adaptive baby care equipment: guidelines, prototypes and resources. (Available from Through the Looking Glass, 2198 6th St., Suite 100, Berkeley, CA 94710).

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 77 Safety Checks for Adapted Baby Care Equipment

(From Adaptive Baby Care Equipment, TLG) U. S. Consumer Product Safety Commission (CPSC) ■ Placement of crib, diaper changing table, carrier highchair: 1-800-638-2772 voice 1-800-638-8270 TTY Place in room away from curtains, cords, strings. Web site: www.cpsc.gov

■ General Safety Tips for All Cribs, Playpens, Transporting Equipment: Consumer Report Web site: www.consumerreports. Place baby on back to sleep (to reduce risk of Sudden Infant Death org Syndrome (SIDS) National Highway Traffic Safety Never tie pacifier around baby’s neck Administration Auto Safety Hotline Clearinghouse for Remove bibs and necklaces before putting child to bed Safety Problems with Cars and Car Seats Lock side rail of crib in highest raised position, adjust mattress to lowest 1-800-424-9393 position and remove bumper guard when child can stand Web site: www.nhtsa.dot.gov Never use plastic bags as mattress covers Secure bumper pads at top and bottom of bumper, on all corners and at middle of long sides with no excess strings hanging Use firm mattress, NO soft, fluffy bedding Always use waist and crotch safety straps on child in highchair, carrier seat, car seat, diaper changing table NEVER leave child alone or with a sibling while in the bath ■ Baby Furniture and Equipment Safety Check: Make routine safety checks: screws, bolts or mattress support hangers tightened Inspect for sharp metal points, wood splinters or cracks Secure latches solidly in place, latch is not accessible by child Slats are no more than 2 3/8 inches (60 mm) apart No more than 2 fingers width (space) between mattress and crib sides Bassinet/cradle has wide study bottom and wide base with strong locks to prevent legs from folding while in use; needs snug, firm mattress ■ Crib gate for adapted crib or play-care center for wheelchair users: Use drop-side gate made of vinyl (Rolls under crib like role-top on desk) or use full or half side-away gate that pushes to the side like a sliding door Swinging gates are NOT recommended because parent must back away to close gate

78 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s ■ Adapted Carrier Seat: Wide base, well attached waist and crotch safety straps with easy-to- use locks Adapted supporting devices must have secure locks, ■ Adapted Highchair: Check all screws, hinges for wear and replace when necessary Check safety straps, fasteners for wear Always use both crotch and waist safety strap that is easy to use and is separated from the tray; use even if tray has a post Tray locks securely Wide stable base, folding chairs have sturdy locks to keep from col- lapsing on child ■ Strollers and Carriages or Walkers: Wide wheel base, brake per bag is directly over wheel base for stability ■ Crib Toys: Keep all crib mobiles out of reach of child Install crib gym securely at both ends of a bar, attach toys with strings less than 6 inches. For children under 3 years old, all toys MUST have parts more than 1 1/4” in diameter and 2 1/4” long. (Government specifications for toy makers.) ■ Safety Gate Guidelines and Safety Checks: Gate should have straight top edge and rigid bars or a mesh screen with less than two-inch openings Anchor gate securely to doorway or stairway it is blocking so child cannot push it down Pressure bars out of child’s reach so he/she cannot use them as toe- hold to climb over ■ Adapted Diapering Surfaces/Changing Table: Never leave baby unattended on diaper table Keep cream, powders and other medicines out of baby’s reach, yet in your reach on shelf or in drawer Keep safety strap snug, check for fraying strap,secure buckle or Vel- cro

As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s 79 Keep disposable diapers out of reach of infant (Plastic can suffocate babies.) ■ Front Pack/Fanny Pack: Use carrier after baby is 4 or 5 months old (protect newborn baby’s neck) Inspect straps for strength and fraying Inspect snaps for tightness Foam must be firm and keep shape Inspect Velcro fastener for strength, ability to stick, and cleanliness ■ Adapted Baby Bathtubs, Rings or Seats Suction cups must be securely fastened on product and to tub surface Fill tub only enough to cover baby’s legs NEVER leave child alone or with a sibling while in the bath ■ Pacifiers NEVER use string, ribbon or cord on pacifier Shield is large and firm enough not to fit into baby’s mouth and has ventilation holes Pacifier nipple has no holes or tears ■ Rattles, Squeeze Toys, Teethers Too large to lodge in child’s throat, will not break apart Squeeze toys cannot break apart and squeaker lodge in throat ■ Toy Chests No lid latch that could entrap child inside Hinged lid has spring loaded lid support to hold lid in any position Ventilation holes in front or sides in case child gets inside Remove free-falling lid or install spring loaded support

80 As s i s t i v e Te c h n o l o g y f o r Pa r e n t s w i t h Di s a b i l i t i e s Acronyms and Abbreviations Related to AT AAC Alternative and Augmentative Communication AT Assistive Technology CCTV Closed Caption Television CP Cerebral Palsy DOD Department of Developmental Disabilities DME Durable Medical Equipment ECU Environmental Control Unit EHA Education of the Handicapped Act EPSDT Early Periodic Screening Diagnostic Treatment FAPE Free Appropriate Public Education IATP Idaho Assistive Technology Project IDEA'97 Individuals with Disabilities Education Act, 1997 Amendment IEP Individualized Education Program IWRP Individualized Written Rehabilitation Plan IHS Indian Health Services PL Public Law RESNA Rehabilitation Engineering and Assistive Technology Society of North America CS HIP Children's Special Insurance Program (administered by Medicaid) SILC State Independent Living Council SSI Social Security Income SSDI Social Security Disability Income TDD Telecommunication Device for the Deaf TTY Tele Typewriter TT Text Telephone TLG Through the Looking Glass The Idaho Assistive Technology Project provides public education, assistive technology assessments, assistive technology fairs and community outreach presentations across the state of Idaho.

It is the goal of the Idaho Assistive Technology Project to ensure that consideration be given to assistive technology (AT) for parents with disabilities. -Ron Seiler

Idaho Assistive Technology Project r. Center on Disabilities and Human Development University of Idaho 129 West Third Street, Moscow, Idaho 83843 ~ (208) 885-3771 or 3557 voice/TTY University ib:.-TECHNOLOGY 1-800-432-8324 voice/TTY otldaho PROJECT www.educ.uidaho.edu/idatech