Assistive Technology Consideration Guide

Student Name __________________________ Date _______________ IEP Team Members _____________________________________________________ INSTRUCTIONS: Write the name of the specific task which is challenging for the student in the appropriate Instructional or Access Area box. To identify a solution, start by reviewing items in Standard Tools, then move to Modifications/Accommodations, and finally review Assistive Technology. Mark [C] in the box beside any option which is currently used. Mark [T] in the box beside any option which is identified to try with the student. Instructional or Access Area Standard Tools Modifications and/or Accommodations Assistive Technology Solutions

Writing
Specific Task: ______________________________

Crayon/marker Pencil (with harder or softer lead) Pen (regular, felt tip) Typewriter Computer for word processing (with spellchecker) Dictionary Thesaurus

Increased time for finishing assignments Decreased length of assignment or number of responses Oral dictation as alternative to writing Peer note taker with carbonless paper Format of assignment changed to multiple choice, fill-in-the-blank Webbing/Concept mapping strategy Alphabet samples for close reference Visual sample for letter/number formation Reduced assignments using key ideas Alternate assignment Task analyze, sequence assignments

Pencil grip or other adapted grip Adapted paper (bold or raised line, different spacing, paper stabilizers) Slant board No-slip writing surface Tape recorder/digital recorder Portable word processor (e.g. AlphaSmart, Neo) Note taking device (audio recorder, recording pen & paper, Brailler) Graphic Organizer software (e.g,. Kidspiration, Inspiration) Symbol writing software (e.g.Clicker) Talking writing software (e.g.Write Outloud) Predictive writing software (e.g. CoWriter and Read & Write Gold) Voice recognition software (e.g. DragonDictate) Portable personalized word wall Hand-held spellchecker with or without auditory output (e.g.Franklin Speller, Homework Wiz) Portable word processor with built-in spellchecker Word processing software with adaptive features (e.g talking spellchecker, word prediction)

Spelling
Specific Task: ______________________________

Print dictionary Classroom Word Wall Instructional software to enhance phonics and spelling skills Computer with word processing software with built-in spell checker

Peer/adult assistance for difficult to spell words Personal or custom dictionary Problem word list Reduce number of spelling words Increased time for completing assignments

Instructional or Access Area

Standard Tools

Modifications and/or Accommodations

Assistive Technology Solutions

Computer Access
Specific Task: ______________________________

Keyboard Mouse Computer Software (e.g., word processing, keyboarding)

Increased time for completing assignments Decreased length of assignment

Arm & wrist supports Adapted keyboard and mouse options (e.g., enlarged keyboard, touch screen, trackball, switch access, onscreen keyboards, scanning, voice recognition software ) Vision Aids (e.g., Braille input, screen magnifiers/ readers) Voice Recognition Software (e.g. Dragon Dictate)

Reading
Specific Task: ______________________________

Textbooks Worksheets Highlighters Printed information on board Printed test materials Instructional software to remediate or enhance basic reading and/or reading comprehension skills Placement marker Notetaking strategy (e.g Cornell Notes)

Templates to reduce visual print Magnifying Bar with Highlighter Colored Overlays Peer-adult reading High interest, lower reading level materials Increased time for completing reading materials Decreasing length of assignment Simplify text Highlighted, color coded materials Large print materials Captioned films Magnifying Bar with Highlighter Change format of assignment (ex: write answers only) Peer adult reading of problems and recording of answer Reduce number of problems

Page turning aids (e.g., page fluffers, books in 3-ring binders) Reading aids (e.g., talking dictionary as a word recognition aid, etc.) Spoken text as an alternative or supplement to printed information (e.g., audiobooks for MP3 players like iPods, textreading software like ReadOutloud, computer based talking word processing program, etc.) Braille translation software, Braille printer/embosser, refutable Braille displays, and tactile graphic production systems, etc.)

Math
Specific Task: ______________________________

Manipulatives (abacus, beads, etc.) Number line Math fact sheet (e.g., multiplication facts) Calculator with print output Instructional software to enhance and remediate math skills

Modified paper (e.g. raised line) Talking calculator/Talking watch (e.g Coinulator) Calculator with large print display Calculator with large keypad Alternative keyboard with large keys (e.g. Intellikeys) Computer based on-screen calculator Electronic math worksheet (e.g., MathPad, Access to Math)

Instructional or Access Area

Standard Tools

Modifications and/or Accommodations

Assistive Technology Solutions

Receptive Communication
Specific Task: _____________________________

Overhead projector Light control devices Acoustic treatment (e.g. drapes, carpet, etc)

Seat the student close to visual information and teacher in well-lit. setting; away from sources of noise Assign a listening buddy Provide a note taker Use clear speech at higher volume Provide sign language interpreter Use visual instruction (e.g. charts, overheads, word list, lecture outlines) Use captioned films

Sound field amplification system FM amplification TTY Decoder Phone amplifier Visual signaling/alerting systems Computer with appropriate software Visual symbols and schedules

Expressive Communication
Specific Task: _____________________________

Visual cues and notes for presentations

Speech clarification routine Communication partner training Communication dictionary Posted scripts Sign language interpreter

Speech clarification tools (e.g., topic setters, clarification cards) Augmentative communication systems (e.g., object based communication displays, picture communication displays, books, talking switches, electronic communication devices) Technology for Hearing Impairment Sound field and FM amplification TTY Audio recorded cues (e.g., steps of the task, social story, reminders in an assignment) Software to organize ideas, steps, tasks Weighted lap blanket/vest

Study & Attention Skills
Specific Task: _____________________________

Instructional materials including software to remediate deficit areas, to teach compensation strategies, and focus on strengths Assignment notebook Section off part of work Extra set of texts at home Study carrel Work timer

Assignment sheet provided by peer and/or adult Outlines of key points Preferential seating assignment Print or picture task reminders Highlighting tape (e.g. mark reading assignments, main ideas) Organizational aids (e.g., colorcoding, appointment book, etc.) Visual Timer

Instructional or Access Area

Standard Tools

Modifications and/or Accommodations

Assistive Technology Solutions

Aids to Daily Living/ Self Care

Specific Task: ______________________________

Eating Utensils (spoon, cup, straw, etc.)

Non-slip materials to hold items in place Adapted eating aids (e.g., grips for standard eating utensils, adapted cups/glasses, straw, etc.) Adapted dressing aids (button holers, pulls for zippers, Velcro fasteners) Adapted cooking and food preparation aids (blender attached to power control unit, adapted pouring handles, etc.) Universal cuff to hold things in place Vibrating/light signal alarm clock TTY amplifier or with voice carryover Phone amplifier Visual alert devices for safety and security Tactile pagers Knobs for puzzles Spinners for games Switch accessible toys (commercially available or through switch interface) Switch accessible power control units Adaptive sports equipment Computer with adaptive input devices as needed and appropriate software to address leisure skills

Recreation and Leisure

Specific Task: ______________________________

Puzzles Games Toys Music (tape recorder, CD-ROM, etc.)

Cooperative participation with peer Game modification

Vocational
Specific Task:

Sorting and assembling materials Office equipment Cooperative participation with peer

Cooperative participation with peer

Individualized modifications to meet student needs Computer adaptations to meet vocational needs

Instructional or Access Area

Standard Tools

Modifications and/or Accommodations

Assistive Technology Solutions

Seating, Positioning, & Mobility

Specific Task: ______________________________

Classroom chairs

Adaptive classroom equipment (prone and supine standers, side lyers, adapted chairs with seating modifications and support, etc.) Grab bars Walkers Crutches/canes Manual wheelchairs Power wheelchairs Bathroom supports

References: Assistive Technology Team, St. Paul Public Schools, February 2010 Georgia Project for Assistive Technology (528 Forest Parkway Suite C Forest Par, GA 30297), 1998. Central Instructional Support Center (1996). A Focus on Accommodations for Learning. Harrisburg, PA. Missouri Assistive Technology Initiative (1998). IEP Consideration of Assistive Technology. Independence, MO. Wisconsin Assistive Technology Initiative (1998). Assistive Technology Consideration Guide. Amherst, WI. Zabala, Joy (1996). Get SETT for Success in Assistive Technology. Featured Presentation Southeastern Augmentative Communication Conference. Birmingham, AL. Permission to photocopy is granted for non-commercial purposes if this credit is retained. The listed options are not intended to be prescriptive or exhaustive for individual students. Contact the Assistive Technology Team (293-8923) for assistance.