Group C: Maciej Kepinski, Aaron Grote, Michael Kacanowski, Kendra Williams, Kim Spencer, and Christine Lyu
FINAL: Technology related to Prosthetics
Team Leader: Christine Lyu
An analysis was done on how technology affects prosthetic use and its challenges across the globe. In this paper, we begin to look at description of the technology, the historical development and context of the technology, political and legal influences, economic questions and considerations, psychological considerations and sociological effects, and moral and ethical implications. Many people who have a need for prosthetic use have a challenge to adjust or even obtaining prosthetics. Prosthetics technology has improved very much and now we have a challenge and social responsibility on how to accept these new technology with our ongoing society. The life of a prosthetic user is to receive one if economically feasible, to adjust to the social and lifestyle adjustments and to properly educate the industry of moral and ethical implications of using prosthetics. Prosthetist, and Orthotist should have an yearly education on the ongoing and fast approaching technology with the use of prosthetics and how to deal with life challenging use of prosthetics. The users should go through the education process with their own educated healthcare providers and have continued support system in place. With fast approaching technology advancement, the society should be educated as quickly as possible along with technology. A brief description of the technology and an explanation of the associated science (Maciej Kepinski)
“To amend the Assistive Technology Act of 1998 to support programs of grants to States to address the assistive technology needs of individuals with disabilities, and for other purposes.” (Lynn, 2009) This is the opening sentence of the Assistive Technology Act of 1998, also known as the Tech Act permits the promotion of people’s awareness to assistive technology devices and services. However, there was not always an act in relation to assistive technology. In 1982, the office of Technology assessed and recognized potential of the ever growing assistive technology. The Tech Act has come a long way, first just being recognized on a national level in 1988 when it was first brought to attention, to 2004 when the Assistive Technology Act was revised in order to require states to provide direct aid to individuals with disabilities and ensure them access to the technologies that they needed. There are two types of assistive technology, one in which is assistive technology devices, which is the mean of any equipment used to increase, maintain or improve capabilities of individuals with disabilities. The second is assistive technology services, which is a service that directly assists an individual with disabilities. This applies to students with disabilities as well, in order for them to learn in a manner to access their capabilities. When it comes to school, the school districts themselves are obligated to purchase the technology. Special education services are mandated by the Tech Act of 2004, which allows state to prove “at no cost to the parent” technology. In Illinois, all of the assistive technology comes at rates that are comparable with Illinois Healthcare and Family Services rate. Early intervention will reimburse the rate of vendor wholesales, plus 50 percent of suggested retail. In 1999, a survey was conducted of the Assistive Technology Funding and System’s Change Project stated that 87% of respondents stated that students had access to some form of technology in schools, less than 12% said that students had access to assistive technology. (Margolis and Goodman, 1999) Assistive technology includes, but is not limited to devices in order to enhance literacy learning, mathematics, and cognitive development. In order to focus on the individual needs of people with disabilities,...
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