This is one of several papers from the adapted technology conference
coming up this spring sponsored by California State University at
Northridge. For those in southern California, it is an excellent
opportunity to learn about adapted technology products and services.
kelly
URL: http://www.dinf.org/csun_99/session1013.html
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Funding Assistive Technology For Individuals With Disabilities
Kelly Fonner, MS, ATP, Education & Assistive Technology Consultant
Harrisburg, PA
[log in to unmask]
Pat Ourand, MS, CCC-SLP
Rehab Networking
Baltimore, MD
[log in to unmask]
Overview of Funding Assistive Technology For Individuals With Disabilities
The process of funding assistive technology must be approached with
organized, yet often simple, strategies. To accomplish such a task a
collaborative team must be assembled to guarantee that an individual
receives appropriate devices and service recommendations.
Additionally, before funding for AT devices and services can be
identified, specific questions must be examined to provide answers to
identify the most appropriate, versus most promising, funding source.
These questions will enable consumers, professionals and other
advocates to analyze all possible funding options. These
considerations must question not only the availability of resources,
but also the legal responsibility of one or more funding alternatives.
Although it may seem as if funding for AT is limited and difficult to
identify and subsequently attain, such may not be the phenomenon. If a
recommendation for AT is provided with sufficient documentation and
justification, funding is generally available. In some cases,
precedents exist and funding is uncompounded. In other situations,
background information and history must be provided so a to clarify
the appropriateness of the funding request. In still other cases,
appeals must be pursued to confirm funding through the most
appropriate funding source.
This session will examine these issues and many more in the discussion
of successful funding for assistive technology services and devices.
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Overview of Funding Assistive Technology For Individuals With Disabilities
The process of funding Assistive Technology services and devices must
be approached with organized, yet often simple, strategies. To
accomplish such a task a collaborative team must be assembled to
guarantee that an individual receives appropriate devices and service
recommendations. This team may include the consumer, parents or other
family members, educator, rehabilitation counselor and/or
technologist, speech/language pathologist, occupational therapist,
physician and many other service providers and professionals. This is
a critical first step.
Once the team has been established, each member contributes knowledge
of the individual and expertise in funding streams. Together, the
combined skills of all team members will enable successful
identification of, and access to the most appropriate funding source.
The team must seek collaboration between funding sources, where
appropriate. Many times, more than one funding source is available to
share in the responsibility of providing the recommended device and
services. Such a strategy allows the consumer access to the most
appropriate AT device and/or service, while allowing the funder(s) to
serve an increased number of consumers. Without collaboration, many
funding alternatives will begin to deplete funds as a result of the
enormity of fiscal responsibilities.
Additionally, before funding for AT devices and services can be
identified, specific questions must be examined to provide answers to
identify the most appropriate, versus most promising, funding source.
These questions will enable consumers, professionals and other
advocates to analyze all possible funding options. These
considerations must question not only the availability of resources,
but also the legal responsibility of one or more funding alternatives.
Although it may seem as if funding for AT is limited and difficult to
identify and subsequently attain, such may not be the phenomenon. If a
recommendation for AT services and devices is provided with sufficient
documentation and justification, funding is generally available. In
some cases, precedents exist and funding is uncompounded. In other
situations, background information and history must be provided so a
to clarify the appropriateness of the funding request. In still other
cases, appeals must be pursued to confirm funding through the most
appropriate funding source.
When consideration for funding of an AT device is initiated, all
pertinent services must also be identified to insure provision of the
most appropriate equipment configuration. Additionally, this will help
to limit underuse and abandonment. Finally, such an approach insures
that the funder will not be asked to provide additional services and
devices to prematurely replace those previously provided. This process
can only be successful with the implementation of a team approach.
Numerous programs are currently available for funding of AT services
and devices. Since many of these programs emanate from the federal
level, all administering agencies at the state and local level must
work from the same regulations. Therefore it is a good idea for
consumers and professionals to be aware of, and to compare access in
other communities and states to determine the current and possible
scope of these program dollars. If federal funds are being used in one
jurisdiction in a manner not available in another community, questions
must be posed. Frequently, the response will be that the policy does
not support such an expenditure. This rebuttal does not mean that the
expenditure can not be made, only that is has not be made. The
possibility of having such a policy rewritten does exist and should be
pursued instantaneously.
The following is a brief description of numerous funding resources
currently available for coverage of microcomputer services and
devices. An investigation into any one or more of these programs may
provide for an appropriate funding source.
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Individuals with Disabilities Education Act (IDEA) Part B
This program mandates a free, appropriate public education (FAPE) for
preschoolers, children and youth with disabilities. An Individualized
Education Program (IEP) is required for all children with a
disability. These children are entitled to special education, related
services or supplementary aid. Related services are defined as
"transportation, and such developmental, corrective and supportive
services as may be required to assist a child with a disability to
benefit from special education [20 USC Chapter 33, Section 1401(17)].
If the IEP team determines that assistive technology is required for a
free, appropriate public education, then it must be provided at no
cost to the child or their family. Once an IEP is deemed necessary and
AT services and/or a device have been identified for the child, the
IEP must be implemented immediately. This mechanism for the provision
of assistive technology gives the child an equal opportunity to learn
and progress through the educational system along with non disabled
students.
As of July 1, 1998, the law requires the IEP team to specifically
consider a students need for AT devices and services when developing
the IEP (20 U.S.C. §1414(d)(3)(B)(v). In addition, for students who
are blind or visually impaired, the IEP team must provide for
instruction in Braille and the use of Braille unless the IEP team
determines, after evaluating a students current and future needs, that
instruction in Braille or the use of Braille is not appropriate for
the individual (20 U.S.C. §1414(d)(3)(B)(iii).
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The Rehabilitation Act Amendments Of 1992
Adults with a disability that precludes them from obtaining,
maintaining or regaining employment are eligible for vocational
rehabilitation (VR) services. As well, individuals with a disability
who are preparing for employment (e.g., vocational training, high
school and college education) are eligible. The general age of
acceptance is an "employment" age which is roughly translated at 16
years.
These amendments include numerous statements related to rehabilitation
technology, which encompasses AT. It is of critical importance to note
that the specific equipment and services needs of the individual must
be included in the Individualized Written Rehabilitation Program
(IWRP) in order for the vocational rehabilitation counselor to provide
such service and devices. Additionally, it should be noted that
rehabilitation technology is exempt from the comparable services and
benefits requirement. This means that the VR program must readily
provide the necessary services and devices to individuals who require
such to attain vocational goals and objectives.
As an indication that the 1998 Senate Rehabilitation Act Amendments
provides for even further improvements regarding use of Assistive
Technology, the proposed bill makes several new references to
assistive technology including:
conducting studies under the evaluation authority to include
assistive technology services and devices;
excluding access to assistive technology from requirements of
determination of comparable benefits;
requiring states to include information on assistive technology
services and devices in reports to Rehabilitation Services
Administration (RSA);
requiring, as a mandatory component of an Individual Written
Rehabilitation Plan (IWRP), a description of the specific vocational
rehabilitation services that are needed to achieve the employment
outcome, including, as appropriate, the provision of assistive
technology devices and services, and personal assistance services,
including training in the management of such services;
requiring the Director of the National Institute on Disability and
Rehabilitation Research (NIDRR) to include dissemination of
engineering information associated with assistive technology devices;
and,
mandating that NIDRR provide for consumer-driven information needs
related to assistive technology devices and services.
Recognizing that many students with disabilities will require
assistance from the rehabilitation system upon leaving public
education programs, the 1992 Amendments include numerous amendments
related to transition. A definition of transition services,
duplicating that in the IDEA has been added to the Act. Transition
services that promote or facilitate the accomplishment of long-term
rehabilitation goals and intermediate rehabilitation objectives also
has been added to the scope of rehabilitation services [29 USC Section
723(a)(14)]. Programs funded under this mandate may begin providing
services to children ages 14 and older. These provisions do not in any
way shift the burden of responsibility for transition planning from
the education system to the rehabilitation system. Rather, they will
force coordination and collaboration between the systems.
Action steps that can be taken to foster collaboration and facilitate
the transfer of assistive technology into the adult service system,
the workplace and post-secondary education include:
Identify students with disabilities who use or need to use assistive
technology, and who will face problems of device ownership as they
transition from the school to work place activities.
Assess the students' needs and develop profiles that that they can
still receive benefits while they try to purchase devices and services
necessary to work. There are numerous Work Incentive Programs that
persons who receive Social Security Administration (SSA) benefits can
use. These programs are becoming widely used since they are more
flexible and generous than in previous eras.
In fact, many of these initiatives have been legislated since 1990.
This fact points to the thinking that appears to be developing at the
federal level. Many of the incentives can increase net income to help
cover special expenses necessary to work, such as AT services and
devices. Other offers a mechanism to maintain health benefits over
extended periods of time.
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Internal Revenue Code
Any taxpayer with a disability, or taxpayer with a dependent with a
disability is eligible to consider use of one or more credits or
deductions through the Internal Revenue Code. The Internal Revenue
Service supports numerous and varied tax credits and deductions which
are available to individuals purchasing AT devices and services. He
notes "the deductibility of goods and services interact in several
ways. Sometimes goods will only be deductible if recommended by a
physician...other times, the health professionals diagnosis and
recommendations, while not a legal prerequisite to deductibility,
constitute powerful evidence of the nature and purpose of the expense.
With goods and services alike, their source, nature and purposes form
the continuum along which deductibility is determined.
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Advocacy
Far too often, people give up before exhausting all the possibilities
for funding. The key to obtaining funding for assistive technology is
a client advocate who refuses to take a "no" for an answer.
Perseverance is the operational word. It is important to understand
the following:
It frequently is not easy !
It can be very frustrating!
It can be done!
Its worth it !
The role of the advocate is critical to the success of the funding
process. The user may be his/her own advocate or may enlist the aid of
a volunteer family member or friend. It is very helpful if someone
from a professional community will agree to work in tandem with the
volunteer. The advocate should be prepared to:
Become very knowledgeable about the users disability, needs and
capabilities.
Research assistive technology devices, and become very familiar with
what is available to meet the individuals needs.
Obtain professional assistance with the evaluation and device
selection process.
Help the user and the assistive technology team select the specific
devices for which funding will be sought.
Network and talk to people who have similar devices and find out how
funding was obtained.
Contact advocacy, as well as information and referral sources to
identify additional resources.
Develop and prioritize a list of possible funding sources.
Learn thoroughly the qualifying requirements and application
processes for the funding source(s) selected. At this same time,
become thoroughly familiar with any appeals processes available.
Carefully and thoroughly apply for funding.
Apply, follow-up, appeal, as necessary!
_________________________________________________________________
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