Assistive Technology for Children

by Maureen Schweitzer, ATRC Coordinator

What do supine standers, corner chairs, weighted spoons, and adapted toys have in common? They are all examples of AT that facilitate development by enabling children to participate more actively in daily activities and play.

Adapted chairs and standers support children in positions that they cannot maintain without assistance. Children certainly take in more about their environment when their positioning facilitates their breathing, eating, speaking, seeing, hearing, and learning. Walkers or manual chairs can assist with movement about the environment. Each of the DATI ATRCs has a B.O.S.S./Cooper Car available for loan. This "vehicle" is a child-size car adapted so that a child with special needs can drive using whatever physical ability s/he has (finger motion, head rotation, etc.). This example of AT gives children experience directing their own movement.

Low- and high-tech AT is available to help children perform self-help activities. Adapted eating utensils (e.g., weighted spoons) and modified bathing equipment (e.g., velcro fasteners on a bath chair) can help make everyday experiences more productive and enjoyable.

Play is "kids' work," but it is not always easy for children with developmental delays. It may be more enjoyable with lots of visual and auditory feedback, like that available from some computer programs. The early learning software on the market today is very appealing to children; the options are many and varied, and access can be made easier with the use of touch screens or switches. Children with special needs may also find play more accessible through the use of switch-operated toys. With sometimes minimal physical effort, children can control specially designed (or adapted) toys.

For children unable to speak, or for those whose communication skills are developing slowly, augmentative communication devices can facilitate interaction and enhance language development. Augmentative communication systems speak preprogrammed messages activated by the child via push-button or switch activation. Communication systems allow the child to be a full participant in activities; for example, during circle time the child might indicate that he wants to sing "Wheels on the Bus" by touching a picture of the bus and having the device say "Let's sing The Wheels on the Bus" or sing the first line of the song! By experiencing the impact he can have on his environment, the child learns about the power of language.

AT opens up a world of opportunities for children. To preview software or gain information about equipment or toys available, call the ATRC nearest you for an appointment. The equipment is available for short-term loan at no charge.