| Most of us know a child with a speech, language | | | | strategies with a heavy emphasis on the most |
| or learning disability or an adult who has | | | | appropriate technology, the accessing of |
| communication or cognitive deficits from a stroke | | | | community resources and the development of a |
| or head injury. Formal treatment typically ends | | | | "life plan" to improve overall quality of life. |
| too soon- leaving people with untapped potential. | | | | Acting as an advocate is not easy. There is a |
| The schools often only provide special speech | | | | great deal to learn to help your loved one who |
| therapy services for students who are struggling | | | | may have challenges with talking, reading, writing, |
| academically. Many students with articulation | | | | thinking and remembering. Time, money and |
| disorders and subtle language and learning | | | | limited access to skilled professionals often hinder |
| challenges are not seen for remediation. Insurance | | | | an advocate's ability to help. This new ability for |
| has placed increasingly stringent limits on the | | | | professionals to provide help from a distance limits |
| therapy for stroke and head injury survivors. | | | | these barriers and enhances a family's ability to |
| Recent research has shown that the brain is | | | | empower their loved ones with the many benefits |
| capable of making new neurological connections | | | | of technology in education and rehabilitation. |
| when properly stimulated, but it is often difficult | | | | People challenged by disabilities can benefit from |
| for family members to know the best way to | | | | technology in many aspects of their lives. |
| provide the stimulation. Many families do not have | | | | Technology can provide clients with a means to |
| easy access to a speech-language pathologist | | | | compensate for difficulties as well as to |
| skilled in the use of technology to enhance | | | | strengthen weak skills. Computers and other |
| progress or can not afford to pay privately for | | | | devices, when selected and used properly, can |
| ongoing therapy. | | | | help improve communication and cognitive skills |
| Application sharing is a new technology which | | | | related to education, employment, recreation, and |
| empowers rehabilitation and education | | | | social and medical needs. Assistive technology can |
| professionals who specialize in using technology to | | | | help individuals increase independence, build |
| help families who would like to play an active role | | | | self-confidence and self-esteem, and improve |
| in the treatment process. Using screen sharing | | | | quality of life. Children and adults with a broad |
| technology, professionals are able to expose | | | | range of difficulties resulting from strokes, head |
| families to software, devices, resources, and | | | | injuries, degenerative diseases, developmental |
| strategies that may help their loved ones reach | | | | delays and disorders and learning differences can |
| their greatest potential. Families participate at | | | | independently handle a wider range of activities |
| home with their computers- either a PC or a Mac. | | | | with the help of software and devices to read, |
| There is no need for participants to download any | | | | write, organize, remember, learn, communicate, |
| software. Computer expertise is not needed to | | | | and search for information. |
| participate in this program, but high speed internet | | | | Many software products and devices on the |
| access is required. The therapists invites the | | | | market today are affordable and easy to use. |
| family to join "application/screen sharing" sessions. | | | | These tools were produced for a wide variety of |
| Participants view the therapist's software on their | | | | audiences-some for people with special |
| monitor and listen to personalized presentations so | | | | communication or cognitive needs, others for |
| that they can learn to use the software with their | | | | people learning English as a second language, |
| family member. Control of the software can be | | | | people with low vision, or mainstream society. In |
| turned over to the family who can then give the | | | | the hands of a creative user, these products can |
| programs a try from a distance. Sessions can be | | | | unlock the potential of many clients. Software |
| recorded for later viewing. Multiple family | | | | that reads text aloud on the computer can be |
| members can participate from different locations. | | | | used to help improve reading, writing, |
| The goal is that after a few sessions, the family | | | | remembering and talking. Drill and practice |
| will feel comfortable helping the person with the | | | | software can be used to maximize new learning. |
| disability who can then become independent with | | | | Word prediction technology can help users thinking |
| an effective home practice program. | | | | of words and voice recognition technology can |
| Computers can provide a new world of | | | | help people who can speak but not type. There |
| independence for people with physical, | | | | are adapted email programs, free |
| communication, or cognitive disabilities. Online | | | | videoconferencing programs and inexpensive |
| sessions can include suggestions to target the | | | | online programs which can be used to help people |
| recovery of specific communication skills, the | | | | independently practice and work toward reaching |
| development of alternative and compensatory | | | | their goals. |