1. It is targeted at individuals. It is not targeted at generic categories of disability (blindness, autism, etc.). Generic discussion and research is necessary, but AT has no reality until it is applied to a single human being.

2. The function that the individual is attempting must be identified. If the special education student is attempting to improve their communications ability, for example, then the communications task must be clearly defined. Other general areas of function include: mobility, recreation, self-care, and vocational activities.

3. The location (environment/atmosphere) within which the individual is working to improve function must be considered and appropriate adaptation made.

"Information Technology (IT)" can help us understand Assistive Technology (AT). We know that we cannot keep up with computer technology unless we have IT departments within our organizations. People are more productive and accurate when they use computers to assist with their jobs; computer technology has allowed individuals and groups to become ever more creative. Computers and software however, must constantly be upgraded and repaired. Staff must be continually trained and retrained. IT staff must be hired (and continually trained and retrained). We understand this need. We organize to address this need. We provide the funding to make IT a reality.

If we wish to adequately create AT programs, we must use an IT organizational model. We must create AT departments within our educational and rehabilitation organizations. We must provide a budget that allows for the hiring of expert staff. We must purchase Assistive Technologies. We must create a research and development mandate for our AT department (a lab) for the adaptation of the technologies, for repair, for upgrades. We must train specialists to understand the technologies; these experts must then stay on top of changes. They must diagnose the needs of handicapped children, adapt and apply the tools, and constantly adjust the technologies as they are applied to individual kids. There must be technology support and repair facilities.

The university has the mandate to do research and development (the lab component), and to train the professionals who will understand, diagnose, and employ the technologies. For many reasons, the profession best equipped to lead this initiative at the university level is occupational therapy. The AT department and the work that it does will of course go beyond occupational therapy to embrace a trans-disciplinary team of university and community experts.

The future requires (enables/is driving) the following:

1. Custom designs (at the level of individuals);
2. Training at all levels and continually;
3. Environmental adaptation;
4. Knowledge management;
5. Continual upgrading;
6. Continual technology support;
7. Institutional funding.

We are aware that advanced technologies can benefit handicapped children. Therefore, we have a professional and moral/spiritual obligation to provide these technologies. Handicapped kids have the right to lead happy and productive lives; they will not reach their potential without technology.

Technologies are created but not routinely applied to children. What we lack is a champion for translating technology directly down to kid level

Sophisticated technologies cost too much; only collective, non-profit action can bring the new tools to children, especially on the scale envisioned in this proposal.

There is no overall design (targeted at handicapped kids) that draws a concept through the research phase and into production. We have to invent new institutions to address exponential technological change.

Technologies are not just solutions, they are important training tools; by definition tools require the development of skill for adequate use. The argument for sophisticated technologies includes the use of these tools for skill training and academic education

1. Complex technology challenges require expertise from many specialists

2. The cost of AT technologies, the training required for staff and students, the facilities, and staffing are outside the capability of a single institution

3. The problems that children face in special education go beyond the knowledge base of a single profession; a team of experts is required

Our goal is to create a world class organization that addresses state-of-the-art technologies; Our perspective is global

We will operate on a very high visionary plane, with a strong emphasis on innovation

There is a strong knowledge management component

The heart of the approach is child and family centered; custom design for kids, families, schools, in our community

There is a strong manufacturing (product development) component; innovation pipelines

There is a strong research component that works in coordination with the pipeline of products

From the perspective of IIBN, the focus is less on the academic (near point- central processing) and more about functional categories (especially navigation/mobility), alternative perception, and the far point (peripheral processing)