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Assistive technology service providers help individuals with disabilities acquire and use appropriate Assistive Technology (AT) to help them participate in activities of daily living, employment and education.

There are few pre-service programs that provide degrees for assistive technology service providers. Instead, the field consists of an interdisciplinary group of rehabilitation engineers, occupational therapists, physical therapists, speech-language pathologists, suppliers, educators and other professionals who specialize in assistive technology issues. AT professionals typically have a degree in one of these other fields, but will have additional training in assistive technology.

Professional organizations for AT service providers include: the Rehabilitation Engineering and Assistive Technology Society of North America (RESNA), AAATE (Association for the Advancement of Assistive Technology in Europe (AAATE), ARATA (Australian Rehabilitation and Assistive Technology Association (ARATA), and Rehabilitation Engineering Society of Japan (RESJA).

Since the profession includes people with such varied backgrounds, beginning in 1995, RESNA developed several certification programs for recognizing a demonstrated level of professional competence in the service provision of Assistive Technology:


 * Assistive Technology Professional (ATP) - A service provider who analyzes the needs of consumers with disabilities, assists in selection of appropriate assistive technology for the consumer’s needs, and provides training in the use of the selected device(s).
 * Seating and Mobility Specialist (SMS) - An ATP who specializes in the comprehensive seating, positioning, and mobility needs of consumers with disabilities.
 * Rehabilitation Engineering Technologist (RET) - A person who applies engineering principles to the design, modification, customization and/or fabrication of assistive technology for persons with disabilities. An individual must obtain the ATP credential prior obtaining the RET credential.

Credentialed service providers must meet specific education and professional experience levels, and must demonstrate knowledge of assistive technology, as shown by passing a credentialing exam. According to RESNA, several thousand individuals hold these credentials.

Assistive technology service providers may specialize in several areas of assistive technology, including job accommodations, computer accessibility, vehicle modifications, architectural modifications and home modifications, augmentative and alternative communication, environmental controls, positioning devices, seating and mobility, sensory aids, and learning accommodations. They may be affiliated with hospitals, state vocational rehabilitation programs, schools, assistive technology companies, or disability organizations.

Assistive Technology Professional (ATP) Certification
To earn the Assistive Technology Professional (ATP) Certification an individual must display extensive knowledge of the needs of those with disabilities, be able to aid them in the proper selection of assistive technology to suit their needs, and provide adequate training on the utilization of said equipment.

Exam Eligibility
As of April 2012, according to RESNA, "To take the exam for ATP certification, candidates MUST meet both the educational and work experience requirements for ONE of the combinations listed below. "

ATP Exam Outline
Once the exam is scheduled and ready to be taken, there are five different areas to be judged on: assessment of need, development of intervention strategies, implementation of intervention strategies, evaluation of intervention, and professional conduct.

I. Assessment of Need (30% of final exam grade)
For the assessment of need portion of the exam an individual should be prepared to: evaluate the consumer and determine their needs, analyze relevant past documents, plan the assessment to fit the consumer's needs, take environmental factors into account, work jointly with team members, ensure the technology suits the consumer's needs and abilities, suggest outlets for further support, make the client's goals a priority, and make the outcome of the assessment clear to the consumer.

II. Development of Intervention Strategies- Action Plan (27% of exam)
For the action plan portion of the exam an individual should be prepared to: explain potential options, choose equipment fitting the consumer's needs/goals/capabilities, evaluate the differences between the equipment being considered and past equipment used, train consumers on use of selected equipment, monitor progress, make note of recommendations, and come to a final solution.

III. Implementation of Intervention Strategies- Once Funded (25% of exam)
For the implementation of strategies portion of the exam an individual should be prepared to: discuss the plan, monitor the order process, inspect equipment, adjust equipment to suit the consumer's needs, inform consumer on necessary maintenance, assess consumer's capability to use equipment after demonstrations, ensure the consumer has continued training, document the process, and ensure the consumer understands their rights and responsibilities.

IV. Evaluation of Intervention- Follow Up (15% of exam)
For the follow up portion of the exam an individual should be prepared to: identify the results, begin the restoration process if necessary, make possible strategy changes, and continue to work toward the consumer's goals.

V. Professional Conduct (3% of exam)
Throughout the exam an individual will also be evaluated to ensure they are following to code of ethics and actively participating in opportunities for advancement in the assistive technology field.

Future Training on Assistive Technology
It is important to note that after certification, the learning process is not over. Assistive technology is a constantly changing field and survey participants collectively agreed that the most important training needs are following the newest advancements in technology; comprehend funding for services; and communicating with consumer's/their families, along with other professionals.