Family Participation in Assistive Technology Assessment for Young Children with Mental Retardation and Developmental Disabilities

Abstract

In the excitement of obtaining or implementing new assistive technology for a child with mental retardation and developmental disabilities, critical family factors can be overlooked by professionals. Family needs and priorities in assistive technology can create unique issues or concerns for everyone in the family. This article discusses a family-centered approach to assistive technology assessment for young children and their families. The first section reviews the literature on families and assistive technology assessment for young children with disabilities. The second section presents a model for supporting and involving families in assistive technology assessment and use for their child with a disability.