Main Topics in the Technology Assessment Workshop
	Main Topics in the Technology Assessment Workshop | Introduction | Procedures Before Assessment | | Procedures During Assessment | Procedures After Assessment | | Tech Assessment Performance Indicators | Site Map |
Introduction to Technology Assessment
Sub-Topics (Click on topic you wish to see)
	Purpose of Tech Assessment Technology Assessment Team Members Child Support Team

Introduction to Technology Assessment

*Please Note- This page is a SAMPLE page of what the Technology Assessment Workshop has to offer. To view the rest of the workshop, you will need to register and log in.

Using assistive technology can make a great difference to children with disabilities. Not only does it allow them to control and interact with their environment, it also provides opportunities for learning, playing, creating, and communicating.

The value of assistive technology was recognized by Congress and the passage and reauthorization of IDEA (Individuals with Disabilities Education Act, P.L. 101-476). Assistive technology devices and services are now part of the law. However, simply providing a child with a computer and adaptive peripherals is not the answer. In order to determine the most appropriate and effective technology applications for a specific youngster, a technology assessment must be carried out as part of a comprehensive assessment.

Project TTAP: Technology Team Assessment Process has developed a model which guides early intervention personnel and families in conducting technology assessments for young children with moderate to severe disabilities. A complete description of the TTAP assessment procedures and a copy of TTAP’s assessment forms are available in the manual, The Technology Team Assessment Process (Macomb Projects, 1992, 1995).

View CPC website page

Purpose of Technology Assessment

The technology assessment process designed by Project TTAP has six purposes:
Determine whether technology (computer or switches and toys) provides suitable learning materials for the child.

• Determine appropriate hardware, software, adaptations and activities for the child.
• Determine suitable positioning for the child.
• Determine suitable placement of equipment.
• Provide information to the child’s family and the child support team.
• Provide a set of recommendations on hardware, software, adaptations, and curriculum activities for the child.

Technology Assessment Team Members

The assessment team is divided into two groups, the Core team and the Child Support Team.

The Core Team

The Core team consists of members who will conduct most of the assessments. Members may include:

• early childhood intervention expert
• technology/computer expert
• physical therapist
• occupational therapist
• communication specialist
• psychologist

A technology/computer specialist on the team will know how to set up and operate the computer equipment and adaptive devices, such as switches, touch tablets and adapted keyboards. This person will also assist in determining appropriate technology materials needed for the assessment. An early intervention expert or a child development specialist will know about young children with disabilities and their families and will know about suitable curriculum activities.

A physical therapist and an occupational therapist provide essential input on correct positioning and switch placement. A communication specialist provides information about appropriate communication uses of technology, such as usefulness of communication devices.

The Child Support Team

Team members will vary depending on the child's disabilities. The team may consist of all or some of these members:

• Family members
• Child's teacher/child development specialist/parent infant educator
• Child's physical therapist
• Child's occupational therapist
• Child speech/language therapist
• School pychologist

The most essential members of the child's support team are family members. Parents provide insight into the child's abilities and help to establish appropriate goals for development. Other team members may include early intevention personnel, including teachers, child development specialists, or parent infant educators. These members provide input into the child's current cognitive and motor skills and assist in the development of educational goals.

The child's own physical and occupational therapists and communication specialists provide insight on positioning, activities of daily living, and communication abilities. In some cases, a school psychologist can assist in the assessment process by providing suggestions about the child's emotional and cognitive development together with goal setting. Through the combined efforts of all team members, a comprehensive assessment of the child's abilities can be performed in an efficient, comfortable team setting.

Procedures Before Assessment