Assessing Student's Needs for Assistive Technology (ASNAT)

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Chapter 8 – Assistive Technology for Vision and Hearing 11. How does the team determine which assistive technology is needed? The determination of when assistive technology is “appropriate” and “necessary” is based on the needs of the child. It involves consideration of the student’s unique needs related to the hearing loss and should also include his or her age, social interests, physical abilities and needs, maturity, and cognitive ability. For example, while one student might be able to use an older style assistive listening device with wires, another may be embarrassed by it, or find it gets constantly bumped due to a related physical disability. Each IEP team must think about all factors and then should try the specific assistive technology in the environment in which it will be used, before committing the school district to provide it on a permanent basis. Assessing Students’ Needs for Assistive Technology (2004) 224
Chapter 8 – Assistive Technology for Vision and Hearing Assistive Technology Fact Sheet #2: Assistive Listening Devices For Children With Hearing Impairments (Developed by the Department of Public Instruction in collaboration with the Wisconsin Assistive Technology Initiative) 1. What are assistive listening devices (ALDs)? ALDs are devices designed to solve specific listening problems created by a hearing impairment that cannot be solved by personal hearing aids alone. ALDs may be use alone or in conjunction with personal hearing aids. 2. What are some example of ALDs? Two major categories of ALDs are personal frequency modulated (FM) systems that are worn by the student and receive speech input from a teacher-worn microphone, and sound field FM systems that provide amplified speech from a teacher-worn microphone to a loud speaker directed into an entire room or parts of a room. Both types of ALDs may be used alone or in conjunction with a student's hearing aid(s). 3. Why are ALDs needed in schools? The acoustic environment in most public school classrooms makes auditory learning and communication extremely difficult or impossible for many students with hearing impairments. The most common acoustic problems in classrooms are excessive background noise, reverberation, and distance between the teacher and student. None of these acoustic problems are solved by the use of personal hearing aids alone. 4. Which Wisconsin students will benefit from an ALD? Any student with a hearing impairment, with or without hearing aids, for whom the acoustical conditions in the learning environment are a significant barrier to auditory learning and communication may benefit from using an ALD. Students with all types and magnitudes of hearing impairment are vulnerable to these acoustic barriers. 5. How do you define a hearing impairment for students in Wisconsin schools? Federal special education law defines hearing impairment as an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance. The definition may include children with mild hearing loss, unilateral hearing loss, chronically fluctuating hearing loss, and children with normal auditory sensitivity with a central auditory processing disorder. 6. How many students in Wisconsin schools are identified by school districts as having a hearing impairment? Based on a statewide count made on December 1, 2002, 1605 students were identified as needing special education services because of an identified hearing impairment. Over 500 additional students with an identified hearing impairment receive special education services for another disability. 7. How many students in Wisconsin schools may have an educationally significant hearing impairment that has NOT been identified? Estimates of the prevalence of educationally significant hearing impairment in the national school-age population vary from 1% to more than 10%. If the most conservative estimate of 1% were applied to students in Wisconsin public schools, the number of students with educationally significant hearing impairment would be at least 8,795 (based on December 1, 1998 enrollment data), or four times the number of children currently identified by school districts. Assessing Students’ Needs for Assistive Technology (2004) 225
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Chapter 1 - Assistive Technology As
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Assistive Technology Vendor Table V
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Appendix Additional Vendors: Assess
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WATI Product Catalog WATI PRODUCT C
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WATI Product Catalog Assistive Tech
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WATI Product Catalog School Profile
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WATI Product Catalog Wisconsin Assi
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Assistive Technology Assessment For
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Assessing Student's Needs for Assistive Technology (ASNAT)

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