Survey of Vocational Evaluators’ Assistive Technology Knowledge and Usage

Technology is a major part of the world today. For Americans without disabilities, technology makes tasks easier. For Americans with disabilities, technology makes things possible. Without consideration of technology during the evaluation process, vocational evaluators are allowing the individual’s current functional limitations to dictate vocational options and could be considered invalid and discriminatory (Langton, 1991). Despite this, assistive technology is being underutilized in the vocational evaluation (VE) process (Langton, Smith, Lown, & Chatham, 1998). Assistive technology is considered any technology that is used during the rehabilitation process (30 Institute on Rehabilitation Issues, 2003). The McCarthy Vocational Evaluation and Assistive Technology Survey (MVEAT) was created and administered to VE professionals to generate current information on this topic. Vocational Evaluator knowledge and usage of assistive technology in this study was similar to data gathered a decade earlier (Reed & Fried, 1995). This study found that the majority of VE practitioners used online resources to find information related to AT. Implications of these findings to the field of VE and recommendations are discussed. The field of vocational evaluation (VE) emerged in response to a demand for improved vocational assessment techniques that did not discriminate against individuals with disabilities. When compared to traditional normative groups on mental tests or performance based measures, persons with disabilities often scored below average. This score was often a reflection of their disability and not their true abilities. Developed from a combination of many professions, vocational evaluation (VE) utilized a set of procedures that helped to eliminate the discriminatory nature associated with traditional assessment (Vocational Evaluation & Work Adjustment Association (VEWAA), 1975). Vocational evaluation is a comprehensive, systematic process in which the client and evaluator work together to assess the client’s vocational interests, abilities, strengths, weaknesses, aptitudes, and functional limitations (Pruitt, 1986). Each of these variables is looked at in relation to the client’s preferred rehabilitation goal or employment outcome. Incorporating assistive technology (AT) into the VE process provides modern, creative solutions necessary to determine ability often masked by the functional limitations of a disability. For persons with severe disabilities, AT can provide solutions to make the impossible a reality. The term “assistive technology” is commonly used to refer to technology that is used during the rehabilitation process (30th Institute on Rehabilitation Issues (30 IRI), 2003). Considered any piece of equipment, device or strategy used to increase functional capabilities of individuals with disabilities, AT can be acquired commercially off the shelf, modified, or customized. AT products can range from low-tech, inexpensive items to high-tech, costly options. Assistive Technology Knowledge and Usage 2 Several studies have addressed the topic of AT in VE. When subjects were asked to appraise their knowledge of AT devices and services, Reed and Fried (1995) found the most common response to be limited. Langton (2003) established similar results nearly a decade later with subjects rating themselves as a 6.14 on a 10 point scale of AT knowledge. In the 1995 study, 39% of respondents indicated they had no AT training, with the majority reporting 2-8 hours. Subjects in the 2003 study reported lack of training opportunities as the major cause for limited knowledge, with nearly 95% of respondents in both studies indicating a need for AT training. Use of AT during the evaluation process was investigated by both studies. Reed and Fried (1995) indicated that 67.2% of respondents used AT during the hands-on phase of the evaluation never, seldom, or occasionally. The Langton (2003) study found similar results. Based on these results, it is evident that persons with severe disabilities do not always receive necessary accommodations that have the potential to increase their vocational options. The purpose of the current study was to generate an updated baseline of information regarding vocational evaluators’ knowledge and usage of AT. Notable findings of this study will enhance vocational assessment of persons with disabilities by identifying areas in need of improvement. Furthermore, this study has helped identify future research directions related to the integration of AT into the VE process.