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The first thing to remember when seeking funding for assistive technology (AT) is that funding is ALWAYS available. However, the journey may take a while and may try your patience. Do not give up! Persistence is the key, coupled with information.

Determining age, disability and other basic eligibility criteria will shorten the process and allow you to move through the subsequent funding steps. Knowing what device or equipment is needed and for what purpose(s) is an important factor, because ALL funding sources have a particular focus or purpose, such as vocational/employment, education, medical, etc. Thus, knowing the purpose(s) or use of the assistive technology can assist you to narrow down your list of possible funding sources.

Ask questions, seek out information, suggestions and guidance from your peers, services providers and professionals in the field of assistive technology. Learn ALL that you can! Gathering the right information and documenting your need(s) is fundamental in your approach to obtaining funding and will become a core part of your request to the funding source(s).

In developing a funding strategy, it is important to follow some basic steps to increase your chances of success. The development and use of funding worksheets can be beneficial and help you work with accuracy and efficiency. We also recommend that you keep a diary of names, phone numbers and notes.

The next few pages will include strategies, guidelines and suggestions that address each of these steps to help you as you move through the process.

Assistive technology enables children with severe disabilities to participate more fully in all aspects of life (home, school, and community) and helps them access their right to a free, appropriate, public education in least restrictive environments. Part B of IDEA states that a child's needs for assistive technology services and devices must be considered by the team formulating his or her Individualized Education Program (IEP) or Individualized Family Service Plan (IFSP). If the team determines that the child needs assistive technology to receive a free, appropriate, public education in the least restrictive environment, the child's IEP/IFSP must include a specific statement of such devices and services, and these devices and services must be provided. This is a landmark decision that allows students with severe disabilities to be fully integrated into the educational system. Although this decision will improve the quality of education for children with disabilities, it also presents a great challenge to the teachers and families, as well as a variety of service providers, who must use the technology to assist these children as they strive to achieve independence in a difficult world.

The perspective of the authors is that assistive technology is an enabling tool that provides access to learning. It is most effective when applied in combination with traditional teaching techniques to achieve the best learning environment for children with disabilities. Alone or in combination with other techniques and strategies, assistive technology is not a panacea for all learning challenges. Experience has shown that a child's ability to operate a piece of equipment has little impact on his or her educational achievement. For example, simply using a switch to turn on a toy does not necessarily mean that an understanding of cause and effect has occurred. This ability is only one of many events in a child's life that may lead to the acquisition of such a basic cognitive skill. Likewise, pointing to symbols on a vocabulary overlay does not spontaneously translate into functional use of those symbols for purposeful communication.

As this technology becomes more sophisticated, it also is becoming easier to use. For example, communication symbol displays now can be created and then produced on a printer. Some communication aids can be programmed by pressing buttons and speaking into a built-in microphone. Manuals are user-friendly, and manufacturers offer workshops and videotapes to help people understand how to use the equipment that they purchase.

In spite of these advances, it is necessary for administrators to understand that preparation, planning, and meeting time is needed if assistive technologies are going to help children be successful in reaching their full potential.

Name: Sex: c M c F Birthdate: Telephone:

Address: City: State: Zip Code:

* Phone, Letter, Email Sent, or In Person

Source: Taken from The Buck Stops Here…A Guide to Assistive Technology Funding in Kentucky (1992), and Tools for Life, Georgia AT Project, Dollars and Sense (2001)