Assistive technology has aided children with multiple disabilities to improve access and participation in their school and home environments. Effective educational outcomes from assistive technology use are dependent upon a coordinated assessment and implementation process. The literature on assistive technology with children was reviewed in order to identify current barriers to its effective integration within schools. These barriers were found to include lack of appropriate staff training and support, negative staff attitudes, inadequate assessment and planning processes, insufficient funding, difficulties procuring and managing equipment, and time constraints. A team model for assistive technology assessment and planning is proposed to optimize the educational goal achievement of children with multiple disabilities. Such a model can help target the allocation of occupational therapy resources in schools to best promote educational and broader functional outcomes from assistive technology use.Key words: assistive technology, children with multiple disabilities, schoolbased occupational therapy Children with multiple disabilities often face barriers to accessing and participating in self-care, play, leisure and education (Cavet, 1995). Assistive technology (AT) has been employed as one strategy, particularly in educational settings, to enable these children to participate more fully in various activities (Inge and Shepherd, 1995;Derer et al., 1996;Hutinger et al., 1996;Margolis and Goodman, 1999). Assistive technology includes both low-tech devices (adapted equipment such as spoons with built-up handles) and hightech devices such as microswitches, electronic communication devices, powered mobility and environmental controls (Parette, 1997). This paper is concerned particularly with high-tech devices.Occupational Therapy International, 11(4), 229-243, 2004 © Whurr Publishers Ltd 229 There is evidence that AT can have significant beneficial effects for children with multiple disabilities (Hutinger et al., 1996;Sullivan and Lewis, 2000). There is also a strong indication, however, that AT is currently implemented within educational environments in a less than optimal manner (Derer et al., 1996;Scott, 1997). The purpose of this paper is to review the literature to identify the potential barriers to AT assessment and implementation for children with multiple disabilities. To this end, ERIC, CINAHL and Medline databases were searched using the keywords of AT, children and multiple disabilities. The results of this search are used to identify existing barriers to the utilization of AT. This is the first step in designing processes that will facilitate positive and sustainable AT outcomes for these children in their educational contexts.
Benefits of assistive technology useStudies addressing the outcomes of AT use have provided evidence of benefits beyond simply allowing users to perform tasks or functions that they would otherwise be unable to accomplish. Perhaps one of the chief benefits of AT use that ...