Title: 'Assistive Technology and Your Child: Why It's Important'
Track: -
Keyword(s): Assistive Technology, Hearing Assistance Technology
Learning Objectives:
  1. List examples of assistive technology that would be of benefit to children and young adults in a variety of settings
  2. anticipate assistive technology needs for various environments children and young adults encounter
  3. evaluate the pros and cons of different technologies to determine their fit for the individual and the situation


We often think of hearing loss in terms of the issues it creates around being able to hear and understand speech, but our hearing also alerts us to other events or dangers in our environments. While adults with hearing loss complain of fatigue from being on ‘high alert’ (especially in novel settings), children may not yet have developed this awareness. At each developmental stage, children are adding skills that lead to independence. It is important for children to be aware of environmental sounds and the responses that are required (i.e., cause and effect). Additionally, age-appropriate independence and self reliance enhances the development of self advocacy skills needed by youth as they transition into adult settings. When youth begin to transition from IDEA regulated settings into settings covered by the ADA, the onus of responsibility shifts to their shoulders. A great deal is expected from youth with disabilities regarding self advocacy. As students become older and enter the job market, they need to be skilled consumers of assistive technology to problem solve access issues on the job. They must understand technology, be comfortable with using it, be able anticipate when it is needed, and sometimes even stand up for their right to receive it. This session will cover the meaning of communication access and the role that Hearing Assistance Technology (i.e., assistive listening technology, alerting and signaling devices, and telecommunications) plays. The audience will have an opportunity to see and try out different devices, and resources for obtaining equipment will be shared.
Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online.
Handouts: Handout is not Available

Financial -

Nonfinancial -
Cheryl Davis - POC,Primary Presenter,Author
Regional Resource Center on Deafness
     Credentials: Professor, Division of Special Education, Western Oregon University; Ph.D., University of Oregon, focus on school to community transition; M.Ed. University of Arkansas, Rehabilitation Counseling: Deafness; Director, Regional Resource Center on Deafness
     Other Affiliations: Western Oregon University's Regional Resource Center on Deafness has grants supporting students in Rehabilitation Counseling (general and deafness) and ASL/English Interpreting, and outreach and technical assistance grants providing information to institutions and service providers on access options for individuals who are deaf, hard of hearing, late deafened, and deafblind.
      Cheryl D. Davis, Ph.D., is the Director of the Regional Resource Center on Deafness at Western Oregon University and Professor/Chair in the Division of Special Education. She provides training locally and nationally to Vocational Rehabilitation and education service providers and to consumers about transition issues, self advocacy, and the range of accommodation options for individuals with hearing loss.

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.