Family Feelings About Assistive Technology.
"Those professionals on the IEP team don't understand that my child won't use that device at home!" "I didn't realize that my child's electronic device would take so long to learn how to use." "You want me to go to how many workshops to understand that device?" Questions and concerns just like these are asked by many families who are faced with the decision as to whether or not they should allow their child to use assistive technology. The article What Should We Expect of Assistive Technology? Being Sensitive to Family Goals examines families concerns, goals, and expectations related to students" use of assistive technology.
One point that many families might not understand is that assistive technology includes both devices and services. An assistive technology device is defined in the Individuals with Disabilities Education Act of 1997 as "any item, piece of equipment, or product system. . . . that is used to increase, maintain, or improve the functional capabilities of children with disabilities." Some examples of frequently used devices include: communication boards, mobility aids, expanded or adapted keyboards, and magnification devices. An assistive technology service is defined as "any service that directly assists an individual with a disability in the selection, acquisition or use of an assistive technology device." The physical therapy, speech therapy, and occupational therapy that are performed at the public schools are examples of assistive technology services.
While reading this article it was obvious that many families have very different questions and very different views on the use of assistive technology. Some families were worried about how it would once again affect their child's ability to be accepted by others and their peers. Additional people felt that this would never teach them independence and that certain devices are just not practical.
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