Reasonable Accommodations
Using the language of the ADA, in general, an accommodation is any change in the environment or in the way things are customarily done that enables an individual with a disability to enjoy equal opportunities. While ADA applies more to the workplace and to general access issues, the concept of a reasonable accommodation is useful.
Although many individuals with disabilities can perform many tasks without any reasonable accommodations, there are barriers that keep others from performing tasks that they could do with some form of accommodation. These barriers may be physical obstacles (such as inaccessible facilities or equipment), or they may be procedures or rules (such as rules how the class functions or work is performed), or how essential or how instruction is delivered. Reasonable accommodation removes workplace barriers for individuals with disabilities. There are a number of possible reasonable accommodations that an employer may have to provide in connection with modifications to the environment or adjustments in how work is performed. These include:
The purpose of Section 504 is to accommodate individuals with disabilities and provide equal access to the opportunities available to their non-disabled peers. Students who need accommodations for non-academic activities involving a school related or sponsored function must be provided accommodations under Section 504.
Students who use wheelchairs may need accommodations in transportation or on field trips. The school must ensure that the place being visited is accessible when the student gets there. The school may be obligated to request accommodations for the student. Students with respiratory problems may require an accommodation to be sure that an inhaler is available. Students with hearing impairments may require assistive listening devices at a play or concert. Students with visual impairments may need enlarged written materials or written materials in braille or on tape, not only in the classroom but on any field trip. Equal Access must include:
Accommodations will vary depending on the student's disability and limitations. Each accommodation should be specific to the individual’s needs and ability level.
A number of assistive devices (low-tech and high-tech) were mentioned in the chapter. There are numerous kinds of devices and more being developed each day. Students with speech, language, mobility, motor, visual, hearing, and other disabilities have a variety of devices and tools available to assist them in the classroom and in doing their homework.
Aids for Daily Living. Self-help aids for use in activities such as eating, bathing, cooking, dressing, toileting , and home maintenance. Examples: lifts, grab bars and a shower chair for bathing.
Augmentative Communication: Electronic and non-electronic devices that provide a means for expressive and receptive communication for persons with limited speech. Example: using voice-output augmentative communication device for a person with limited speech ability to effectively communicate with teachers,\ classmates , and family members.
Computer Applications: Input and out put devices, alternative access aids, modified or alternative switches, special software and other devices that enable persons with disabilities to use a computer Examples: computers and wearable computers; adaptive software; voice activated computer systems; calculators, talking and large read-out; ergonomic work stations; scanners; track ball mouse; touch screens; foot controls, mouth controls, light pointers, wrist stabilizers, amplified speakers on computers, word prediction, voice output, math and reading programs, phonics.
Environmental Control Systems: Primarily electronic systems that enable someone with limited mobility or fine motor skills to control various devices such as appliances , electronic aids and security systems in his/her own room, home or other surroundings. Example: equipping a home with electronic controls for the doors, lights, television and radio to allow greater independent functioning in the home.
Home/Worksite Modifications: Structural adaptations, fabrications in the home, worksite or other areas
(ramps, lifts, bathroom changes) that remove or reduce physical barriers for an individual with a disability.
Example: using stair glide installed in the home to have access to the first and second levels of the home for a person who has difficulty using stairs.
Prosthetics and orthopedic: Replacements, substitutions or augmentation of missing or malfunctioning body parts with artificial limbs or other orthopedic aids (splints, braces, et.) Example: using a leg prosthesis in order to walk.
Seating and Positioning: Accommodations to a wheelchair or other seating system to provide greater body stability, trunk /head support and an upright posture, and the reduction pressure on the skin surface (cushions, contour seats, lumbar supports). Example: Equipping a wheelchair with straps to prevent injury to lower body, give greater upper body support and to secure while chair is in motion.
Vision Aids: Magnifiers, Braille and speech output devices, large print monitor. Example: adapting the computer at work with a large print monitor for a person with a visual impairment.
Sensory Aids: Telephone amplifiers, hearing aids, assistive listening devices, text telephone, visual alerting systems. Examples: tapes, talking books, and Braille, FM amplification systems, communication boards.
Wheelchair/Mobility Aids: Manual and electric wheelchairs, mobile bases for custom chairs , walkers, three wheel scooters and other utility vehicles used for increasing personal mobility. Example: upgrading from a manual wheelchair to a power wheel chair allowing for greater mobility and increased independence.
Vehicle Modifications: Adapting driving aids, hand controls, wheelchairs and other lifts, modified vans and other motor vehicles used for personal transportation. Example: Driving a van with adaptive control and a lift to accommodate a person who uses a wheelchair.
Selecting equipment appropriate for students with disabilities is complicated due to constant changes in technology, the wide range of needs of students, and the fact that student's needs change as they mature. A piece of equipment may be outgrown by students, or new advances makes the older equipment obsolete. Steps to consider when making purchasing decisions include:
1.Identify the need. This step involves determining the purposes for which the assistive technology is needed. For ex. it may be necessary for communication, or mobility, in order to obtain employment, or benefit form a free and appropriate public education.
2.Document the need. At this point , a comprehensive evaluation may be necessary. This can be accomplished through qualified professional, such as therapists, and rehabilitation engineers.
3.Determine what assistive technology is necessary. Once the evaluation is completed, the health care professional or other service provider will be able to make the appropriate recommendations for assistive technology devices and services. Recommendations may include discussion of possible alternatives and their pros and cons.
4.Identify the funding source(s) and eligibility criteria. To begin this process, some questions to ask are, " what funding does the individual currently have available?" or " is there a potential source through which the individual may be eligible to receive assistive technology?" Some other points that should be considered here are the types of assistive technology covered, and the amount of funding that may be provided by each source. Sometimes, it may be necessary to secure funding from a variety of sources in order to cover the total cost of the assistive technology.
5.Obtain prescriptions and other supporting documentation. A prescription will be required if the request is being made to funding sources such as private insurance, Medical Assistance, or Medicare. No matter what funding source is being considered, it is important to have written reports and convincing letters of support as part of the funding package. In some cases evidence of rejection from other sources may be included.
6.Submit required paperwork. If not already known, find out what specific information should accompany the funding request (ex. application, prescription, summary of medical history and reports, letters of support, pictures of the assistive technology). Make sure the funding package is complete. Sign wherever a signature is needed. This will prevent unnecessary delays or denials. It is also a good idea to include a cover letter that lists the contents of the package. Doing so will ensure that important documents are not overlooked by reviewers.
7.Appeals. When requests for assistive technology are denied by insurance carriers and public sources, consumers should request a written explanation of why the request was denied, and file an appeal. Information about the steps for filing an appeal can be obtained from the insurance company or public agency to which the request for funding was made. Although the process may involve time and energy, it is likely that a decision to approve a request for funding will be the outcome. If a request is denied by private funding sources, it is important to find out why. It may be helpful to meet with a staff person to discuss the decision, and based on the outcome, submit the request again.
An assistive reading easel that supports a book or magazine without the need for hands.
IntelliTalk is a simple talking word processor designed to work with IntelliKeys and Overlay Maker. IntelliTalk has speaking, reading, and deleting features that make it uniquely suited for people with physical and communication impairments. Speaks letters, words, sentences, or work silently as you type. Reads your writing with similar flexibility. Each version comes with a built-in pronunciation editor so that all of your words will sound right.
Version 8 is a Windows95/98 application that includes five separate speech programs, a speech synthesizer (with male and female speech synthesizers), a 2,500+ communication symbol library, and a Gus! Mouse (switch interface) for switch/scanning users. The user selects the symbol(s) that represent the word
(or phrase) that is to be spoken. The software will then speak the word/phrase using either recorded speech or synthetic speech (computer generated). A square ("sound button") can represent a category or topic, which opens a whole new page of related phrases. Any page can have up to 72 buttons and there is no limit to the number of pages you can add. Includes 1 and 2 switch scanning access.
JOUSE is a joystick-operated mouse that is controlled with your mouth. Moving the joystick moves the cursor. The further you move the joystick, the faster the cursor moves. Mouse button activations can be made with the sip, puff, and bite switches built into the JOUSE. Typing and other keyboard functions can be achieved through an on-screen keyboard such as KENX or through Morse code.
The New Quicktionary Reading Pen Brings Portable "Scan-See-Hear" Technology to the classroom. It scans words and pronounces them aloud.
While equipment and barrier free schools are essential, the most important elements of classroom instruction are the responsibility of the teacher. Altering task characteristics can be an important general strategy for many kinds of tasks: