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“Ethics can be described as the constructed norms of internal consistency regarding what is right and what is wrong” (Cook & Hussey, 2015). This applies to AT throughout the assessment, recommendation, delivery, training, and follow-up of the service model. All standards of conduct and principles need to be considered when selecting AT. This includes beneficence, nonmaleficence, autonomy, justice, veracity, and fidelity.

Cook, A., & Hussey, S. (2015). Ethical issues in assistive technology. In A. Cook & S. Hussey (Eds.), Assistive technologies: Principles and practice (pp. 1-15). St. Louis: Mosby-Elsevier.

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Lein, Lowman, Eidson, and Yuen (2017) define team-based learning (TBL) as "an active teaching and learning technique that promotes individual and group accountability, collaborative learning, and acquisition of higher-order cognitive skills". TBL is essential for health care professionals.

Lein, D., Lowman, J., Eidson, C., Yuen, H. (2017). Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States. Journal of Educational Evaluation for Health Professionals, 14(3). doi: 10.3352/jeehp.2017.14.3

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Assistive Technology (AT) is any item or piece of equipment that is used to increase, maintain or improve the functional capabilities of individuals with disabilities in all aspects of life, including at school, at work, at home and in the community. Assistive Technology ranges from low tech to high tech devices or equipment.

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Broadly, there are three types of technology available to the teaching and learning community at large. They are (a). mainstream technology or consumer technology which is available to us off-the-shelf where one can purchase a piece of technology and use it straight away with minimum or no training. In other words, they are consumer products. e.g. a smart phone; (b). instructional or educational technology facilitates learning and helps improve better student performance and/ or achievement which cannot be achieved in the absence of technology. e.g. a smartbar or an IWB invites more student engagement with its interactive features. (c). assistive technology - popularly known as AT - is for people with disabilities. Three types of AT are available to clients. They are commercially available AT, modified AT, and custom-made AT.

What AT does is that it provides physical or cognitive access to people with disabilities to replace a function or functions to successfully meet their everyday challenges. e.g. a powered wheelchair provides access to different environments to a person who has mobility impairments. Moreover, in an education environment AT allows students to find a way around the barriers they face and helps them to actively participate in their learning so that the educational outcomes of these students with learning differences can me maximised. e.g. a text-to-speech app helps a secondary school student with dyslexia to overcome his/her reading difference so that he/she can cope up with the academic demands of reading longer texts. In a nutshell, AT does not remove the difficulties and/or differences that come with having a disability. Instead, it helps kids to work around their challenges.

Therefore, a student-centred forces must be adopted when deciding AT requirements for kids with learning differences. Because each of them demonstrates a very individual and complex profile of learning strengths and weaknesses. On the other hand, the nature of their requirement will vary according to subjects, type of assessments and demands of assessments.
Guiding the AT selection process
Two guiding principles are looked at here. Primarily, AT starts with and centers on the client. Based on this principle, we may ask the client about the goal(s) he/she wants to achieve, the activity or activities he/ she intends to do has meaning in life right now, and what the client is able to do. Secondly, a framework or model is often used to guide the decision making process in the selection and evaluation of AT.

A student-centred forces must be adopted when deciding AT requirements for kids with learning differences.

Article by
Mohamed Samunn
Senior Educational Therapist

DAS Tampines Learning Centre

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Introduction to Assistive Technology (AT) and the HAAT Model

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Broadly, there are three types of technology available to the teaching and learning community at large. They are (a). mainstream technology or consumer technology which is available to us off-the-shelf where one can purchase a piece of technology and use it straight away with minimum or no training.

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The process of selecting assistive technology (AT) is ultimately person centered. The focus is on the functional outcomes and participation from the client. Selecting AT is also an evidence-informed process which allows for the client to identify appropriate technology, receive proper training, and support the use for technology (Cook & Hussey, 2015).

Cook, A., & Hussey, S (2015). Principles of assistive technology: Introducing the human activity assistive technology model. In A. Cook & S. Hussey (Eds.), Assistive technologies: Principles and practice (pp. 1-15). St. Louis: Mosby-Elsevier.

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The Boston Abilities Expo had a variety of vendors displaying different assistive technology (AT), modalities, and resources. Below are pictures from the event.

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Human Activity Assistive Technology Model 

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Human Activity Assistive Technology Model 

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Components of this model:
1. The Activity: fundamental element
2. The Human: person operating the system in order to perform the activity
3. The Context: where the activity is performed
4. Assistive Technology: the extrinsic enabler

Cook, A., & Hussey, S (2015). Principles of assistive technology: Introducing the human activity assistive technology model. In A. Cook & S. Hussey (Eds.), Assistive technologies: Principles and practice (pp. 1-15). St. Louis: Mosby-Elsevier.

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Low tech does not need a power source. These items are typically less expensive.
Examples: pencil grip, cane, reacher

High tech is more complex and requires more training. These items typically cost more.
Examples: eye gaze communication device, powered wheelchairs

Cohen, H. (2014). What is assistive technology. Retrieved from https://www.diyability.org/2014/04/what-is-assistive-technology/77/

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OTs role in seating and positioning for wheelchairs is facilitating occupational performance based on a client-centered approach. OTs consider the client, environment, and equipment to create a successful method of seating mobility. OTs should have a foundation of knowledge on ergonomics to help support activity and decrease detrimental outcomes (Timm & Samuelsson, 2016).
Posture and pelvic tilt are two aspects that are important to consider when positioning a wheelchair to a client. Complications can arise with incorrect positioning of the pelvis and different positions in posture can lead to deformities (Timm & Samuelsson, 2016).

Timm, M., & Samuelsson, K. (2016). Wheelchair seating: A study on the healthy elderly. Scandinavian Journal of Occupational Therapy, 23(6), 458–466. doi: 10.3109/11038128.2016.1152297

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MP3 Music Box with switch inputs optional

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MP3 Music Box with switch inputs optional