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Technology Committee

Committee Best Practice Information
Ablelink Powerpoint (PDF, 7 MB)
AT-DCD doc (DOC, 59 KB)
Camera Use Draft (DOCX, 15 KB)
iPad handout (PDF, 280 KB)
MFP Survey (DOC, 123 KB)
NEAT Peer Project (PDF, 750 KB)
Resources (DOC, 33 KB)
Technology Rights (DOCX, 278 KB)
Visit These Sites (DOCX, 17 KB)
Assistive Technology at School– Lots of good technology information on the CT parent Advocacy Center.  http://www.cpacinc.org/hot-topics/assistive-technology/

NEAT Marketplace org  - The NEAT Center at Oak Hill is a place to learn about products, equipment and services that assist people with day-to-day activities that they have trouble doing themselves, either because of a disability or the effects of aging. It is also a place to donate or buy durable medical equipment.http://www.neatmarketplace.org  Phone 866-526-4492
CT Assistive Technology Guidelines—CT Department of Education guidebook on assistive technology http://www.sde.ct.gov/sde/cwp/view.asp?a=2663&q=334974

Tech Act-The Connecticut Tech Act Project’s mission is to increase independence and improve the lives of individuals with disabilities through increased access to Assistive Technology for work, school and community living. www.cttechact.com
Home Adaptations
Changing the Environment to meet Your Child’s Needs- http://www.mychildwithoutlimits.org/plan/assistive-technology/home-modification/
More Home Modifications Funding Sources- http://www.disabilityrights.org/mod3.htm


Vehicle Modifications
How to get a vehicle modified http://www.atnet.org/resources/resources-funding/vehicle-mod.php

Technology and Daily Living

Family Information Guide– Assistive Technology http://www.fctd.info/resources/fig/Sec1.htm

EZ AT:  An Assistive Technology Guide for Parents with Children age 3-8- http://www.pacer.org/stc/pubs/ezat.pdf
Standard Technology Tools Checklist For Middle and High School http://assistivetech.sf.k12.sd.us/middle_and_high.htm
Transitioning with Technology
Committee Meetings Minutes
Committee Products
Brochures
General Committee Information
Resources
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This year, The Arc will begin an exciting new national partnership with Comcast Corporation that will support and expand digital technology opportunities for people with intellectual and developmental disabilities (I/DD). Through a three-year commitment, Comcast and NBCUniversal will provide The Arc with $3.7 million in cash and in-kind support, including airtime, to promote The Arc’s public service announcements on cable and broadcast channels and xfinity.com.

The Comcast Foundation is also providing $400,000 to support The Arc’s national digital training program and to improve technology access and services by launching up to 12 Comcast and NBCUniversal Digital Literacy Learning Labs in major metropolitan cities. The 700 local chapters of The Arc nationwide will participate in designing and contributing resources to the online resource center. To read more about this exciting partnership visit The Arc’s blog.
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TASH is pleased to announce the Position Statement on the use of Camera Surveillance in Self-Contained classrooms.  This statement comes in response to the ongoing effort to keep all students safe in schools; including students with disabilities.
TASH has a long history of working to eliminate the use of seclusion/restraint and other aversive techniques on children in schools.  This Position Statement is consistent with those values.

Fundamentally, the research demonstrates:
  1. Installing video cameras only in "special education classrooms" creates or strengthens a bias toward restrictive settings.
  2. Installing video cameras only in "special education classrooms" encourages abuse to go underground.
  3. Using video camera surveillance as "evidence" of harmful staff behavior can be unreliable and/or each to circumvent.
  4. Installing video cameras only in "special education classrooms" presents the risk that students with disabilities themselves may become the targets of surveillance.
  5. Installing video cameras only in "special education classrooms" raises questions about rights to privacy.
  6. Purchasing, installing, and maintaining video cameras is costly and uses scarce educational resources.
  7. Relying on video cameras in special education classrooms does not build trust with either students or teachers.
  8. Included in the Position Statement are recommendations that are consistent with TASH values of Equity, Opportunity and Inclusion.
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Providing Meaningful Access to U.S. Currency

By Guest Blogger Rosie Rios, Treasurer of the United States

Federal Reserve notes, better known in commerce as U.S. currency, paper money or bills, are the same size and weight regardless of denomination. Because there is no tactile difference between a $5 and $20 bill, for example, individuals who are blind or visually impaired may experience difficulties denominating Federal Reserve notes.

The Department of the Treasury’s Bureau of Engraving and Printing (BEP) is working to change that and is taking a number of steps to provide meaningful access to U.S. currency for people who are blind or visually impaired. Changes to U.S. currency are planned, but the process for redesigning Federal Reserve notes is complex and time intensive, and notes with new features are not expected to be in circulation before 2020. To offer more immediate remedies, the BEP has turned to a number of technological solutions.
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