AT in the General Classroom

Public Laws
Scavenger Hunt


No Child Left Behind (NCLB)

SETT Framework
Case Study:
Joshua


Communication Board

Low Vision
Case Studies:
Adam
George

AT Device Abandonment

Computer Access Barriers
Case Study: Marty

Without Hearing
Case Study: Susan


Universal Design


Funding
Case Study: Karen


Group Work:
IEP/IST Exercise


Empowering ESL Students with Universal Design

Experience Reflection and Course Evaluation

AT Device Abandonment

Task:

Studies have shown us that between 25-75% of all assistive technology devices are abandoned within 3 years. This is a surprising statistic that has serious
implications for AT service delivery. Rejecting AT devices can create negative attitudes about future technologies (for both the service provider and consumer), consume the already limited resources for AT services without apparent benefit for the consumer and, most importantly, not provide the necessary assistance to the person with a disability. It is important for you to spend a few moments reviewing some of the information about why persons with disabilities reject AT devices so
that we can truly think differently.

The mini-assignment:
Review the information at the following sites that identify some of the reasons people give for using or abandoning AT devices:

Factors to Consider when Deciding on AT
http://www.enabletech.ie/Factors12.html
Why Fuss with Assistive Technology Outcomes Research (this article includes some information about use and abandonment) http://www.infocommons.utoronto.ca/atrc/reference/atoutcomes/newcomer/2.html
Why older persons accept or reject assistive technology http://www.homemods.org/library/pages/accept.html
Summarize your findings about AT device abandonment.

Common Reasons for AT Device Abandonment
  • Unrealistic expectations of the technology and subsequent disappointment.
  • The device is not adapted to optimize its "fit" with the user. Moreover, the technology is not adjusted according to the changes in pupil's functional capacity over time.
  • Limited or no training in AT device use.
  • Lack of knowledge about how to use device leads to abandonment.
  • Ongoing maintenance and repair support is not provided.
  • There is a mismatch between the pupil's cognitive ability and the sophistication of the technology.
  • Poor fit with the person's need and his/her environment such as (home, school, etc.).
  • Feelings of embarrasment due to excessive attention.
  • Negative social judgement.
  • Denial of need

 

Submitted by Yesim Yilmazel-Sahin on October 17, 2003.


Copyright © 2003 Yesim Yilmazel-Sahin. All rights reserved.
Please contact Yesim Yilmazel-Sahin at ysahin@umd.edu for questions and comments.

Last Modified October, 2003.