Heather C Markham MS CS MS RST KY OVR Rehabilitation Technologist But not the entire 525 pages of the ASNAT 5 th Edition 2009 by WATI Amendments to the Individuals with Disabilities Education ID: 605346
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Assessing Student’s Needs for Assistive Technology (ASNAT)*
Heather C Markham, MS CS, MS RSTKY OVR Rehabilitation Technologist
*But not the entire 525 pages of the ASNAT 5
th
Edition (2009) by WATISlide2
Amendments to the Individuals with Disabilities Education Act (2004)
SEC. 601. <<NOTE: 20 USC 1400.>> , Part D
Congress finds the following: ``(1) Disability is
a natural part of the human experience
and in no way diminishes the right of individuals to participate in or contribute to society.
Improving educational results for children with disabilities is an essential element of our
national policy of ensuring equality
of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities
. …Slide3
Translation:
http://www.clip-art-designs.com/clip-art/awareness-clip-art/disabilities-kids-handicap-capable-alice-smith-clip-artSlide4
SEC. 602. <<NOTE: 20 USC 1401.>>
DEFINITIONS. ``Except as otherwise provided, in this title: ``(1) Assistive technology device.– ``(A) In general.--The term `assistive technology device' means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.Slide5
“Equality through
(assistive) technology is readily achievable when you put the ‘right’ technology into the life of a person with a disability. It is transformative.” From Ms
. Wheelchair Kentucky
2013’s platform speech at the Ms. Wheelchair USA pageant, July 2014Slide6
Translation:
http://www.3ders.org/articles/20150930-makerbot-and-tom-challeng-design-better-3d-printed-assistive-technology-devices.htmlSlide7
Focusing on StudentsSlide8
Current Student Rehab Tech Checklist
Reading (including focus when reading) and/or writing:☐Kurzweil ☐
Read&Write
Gold
☐
Read&Write for iPad
☐
Read&Write
for Android
☐ Dragon NaturallySpeaking
☐
Inspiration
☐Inspiration Maps for iPadFree Downloads for help with reading or math:☐
www.GingerSoftware.com ☐ www.Grammarly.com ☐ www.MicrosoftMath.comTangible references for writing or math: Flippers☐ Punctuation ☐ Writing Skills 1 ☐Writing Skills 2 ☐ Sentence Skills ☐____________
☐ Math 2 ☐ Pre-Algebra ☐ Algebra 1 ☐ Algebra 2 ☐____________Keeping up when taking notes:☐ Livescribe ECHO Pen ☐ Digital Voice Recorder ☐ Samson GoMic
Direct (OneNote) Increasing focus by blocking outside sounds when studying:
Active Noise Canceling Headphones : ☐ On-the-ear ☐ Ear buds ☐ 3-d recording Ear
buds
Recommended
apps to be purchased/downloaded by the student:
☐
iStudiezPro
(iPhone) ☐
MyHomework
(Android) ☐
MyStudyLife
(Windows) ☐
WhiteNoise
HD
☐
Other technologies: ______________________________________________________________Slide9
But …Slide10
Starting Over
Finding out about the studentAnswering the Big QuestionWhat areas do we need to assess? What are probable AT options
?
Reference:
http://www.wati.org/content
/
supports/free/
pdf
/ASNAT5thEditionJun09.pdfSlide11
The Student
Disability (Check ALL that apply):☐ Speech/Language ☐
Significant Developmental Delay
☐
Specific Learning Disability
☐ Cognitive
Disability ☐ Other Health Impairment
☐
Hearing Impairment
☐ Traumatic
Brain
Injury ☐
Autism
☐ Vision Impairment ☐ Emotional/Behavioral Disability ☐ Orthopedic
Impairment (type) _______ ☐ Additional details: ____________________________Medical Considerations (Check all that apply.) ☐ History of seizures ☐ Fatigues easily
☐ Has degenerative medical condition ☐ Has frequent pain ☐ Has multiple health problems ☐ Has frequent upper resp. infections ☐ Has freq
ear infections ☐ Has digestive problems ☐ Has allergies to________________
☐ Currently taking medication for
______________________________________________________________
☐ Other – Describe briefly _____________________________________________________________________
Assistive Technology Currently Used (Check all that apply.)
☐
None
☐
Low Tech Writing Aids
☐ Manual Communication Board
☐
Augmentative Communication System
☐
Low Tech Vision Aids
☐ Amplification System
☐
Environmental Control Unit/EADL
☐
Computer
(
Win or Mac)
☐ Manual or Power
Wheelchair ☐
Adaptive Input - Describe
_________________
☐
Adaptive Output - Describe
____________ ☐
Other
_________________________________________Slide12
The Big Question
What task(s) does the student need to do that is currently difficult or impossible, and for which assistive technology may be an option?Slide13
Based on the referral question,
select the sections of the Student Information Guide to be completed. (Check all that apply.) ☐ Section
1 Seating, Positioning and Mobility
☐ Section
2
Communication ☐ Section 3 Computer Access
☐
Section
4 Motor Aspects of Writing
☐
Section
5 Composition of Written Material
☐ Section 6 Reading ☐ Section 7 Mathematics
☐ Section 8 Organization ☐ Section 9 Recreation and Leisure – important, but not VR☐ Section 10 Vision ☐ Section 11 Hearing
☐ Section 12 GeneralSlide14
Section 1: Seating, Positioning, and Mobility
Current Seating and PositioningDescription of Seating
Summary of Student’s Abilities and Concerns Related to Seating and Positioning**
** A Summary area is present at the end of every sectionSlide15
Section 2: Communication
Student’s Present Means of Communication, and Purposes of Communication
Those Who Understand Student’s Communication Attempts
Current Level of Receptive Language
Current Level of Expressive Language
Communication Interaction Skills
Student’s Needs Related to Devices/Systems*
Pre-Reading and Reading Skills Related to Communication*
Visual Abilities Related to Communication (recognition, scanning, contrast, symbols [preferred brand, size, b/w or color)
Sensory Considerations (sensitivities)
Communication expectations in different environments (school, home, community) [OVR can only focus on school/work]Slide16
Section 3: Computer Access
Current Computer Access: How does the student currently access the computer? ☐ Doesn’t
access the computer
☐
Touch type with
one hand
☐ Hunt/peck with one hand ☐ Touch type with two hands
☐
Hunt/peck
with
two hands
☐ Touchscreen
☐ Adapted keyboard/mouse_______________________________ ☐ Specialized Software ___________________________________ ☐ Head _______________________________________________
☐ Speech recognition _____________________________________ ☐ Switch scanning __________________________________________ ☐ Other ________________________________________________________ List current AT ___________________________________________________
What difficulty is the student having with current method?______________________________________________________________________________Slide17
Section 3: Computer Access
Previous Assistive TechnologyPhysical Abilities (ROM, tone, accuracy, fatigue)
Motor Control
(voluntary, controlled movement)
Positioning (chair type)
Sensory (hearing or vision issues)
Literacy (working at grade level in reading/ composition/spelling/math/computer skills)Slide18
Section 4: Motor Aspects of Writing
Current Writing Ability (cursive, spacing, sizing, printing, limited due to fatigue, slow and arduous)Current Keyboarding Ability (functional or slow, activates desired keys, alternate
kybd
, touch window, head/mouth stick, switch, “Uses Morse code …”)
Computer Use (word processing, Internet, leisure, at home/school, rarely, daily)
Assistive Technology Currently Used:
adapted pencil/grips or paper or keyboards, templates, computer, adaptive software
Computer Availability (type and location)Slide19
Section 5: Composition of Written Material
Typical of Student’s Present Writing (words/phrases/paragraphs)Difficulties Currently Experienced by Students (answering questions, generating ideas, planning content, sequencing information)
Strategies for Composing Written Materials Student Currently Utilizes
(story starters, templates, webbing/concept mapping, outlines)
Aids/Assistive Technology for Composing Written Materials Utilized by
Student:
word cards/books/lists, word prediction, symbol-based software for writing, word processor for spelling/grammar check, multimedia software, voice recognition, otherSlide20
Section 6: Reading
The Student Demonstrates the Following Literacy Skills: [giant checklist]
Student’s Performance Is Improved
by (smaller amount of text on page, graphics, text rephrased, reduced length of assignment, additional time, color overlay, other)
Reading Assistance
Used (describe non-technology based strategies)
Assistive Technology Used:
Highlighter, colored overlay, digital audio files, electronic text, computer software, electronic books
Approximate
Age or Grade Level of Reading SkillsSlide21
Section 6: Reading
Cognitive Ability in GeneralDifficulty (physical access, understanding written language, sensory, decoding, comprehending)
Computer Availability and Use (PC or Mac)
The Student Uses a Computer (rarely, frequently, daily)Slide22
Section 7: Mathematics
Difficulties Student Has with Mathematics (check all that apply)
Reading Math (related language, concepts, facts)
Organizing (drawing meaning from items, applying correct operational step, applying
fuctions
)
Writing and Presentation (completing addition and subtraction, representing concepts in alternate formats, writing complex equations)
Assistive Technology
Tried
(adapted
manipulatives
/
time pieces/ paper, alternate calculator, math specific writing software, math solution software)
Strategies UsedSlide23
Section 8: Organization
Difficulties Student has with Organization (Check all that apply.) Self Management
Time Management
Materials Management
Information Management
Assistive Technology
tried
Self
(sitting on therapy ball, concentration MP3s)
Time (
clock: analog v digital, adapted clocks, visual cues, schedules, reminders)
Materials
(folders, checklists, computer-based)
Information
(folders, tabs ,bookmarking tools)Slide24
Section 12: General
Are there any behaviors (both positive and negative) that significantly impact the student’s performance? Are there significant factors about the student’s strengths, learning style, coping strategies or interests that the team should consider?
Are there any other significant factors about the student that the team should consider?
Does student fatigue easily or experience a change in performance at different times of the day? Slide25
The key elements
of an effective decision making process include: Problem Identification: The identification and definition of a specific problem
Solution
Generation: The suggestion of possible solutions
Solution
Selection: The evaluation of suggestions and choosing of a solution to create an action plan
Implementation
: The carrying out of the plan
Follow
up: Meeting again to evaluate the solution Slide26
Using the AT Checklist(No matter how much we are told to do otherwise, we love using a checklist
.)The AT Checklist is a concise listing of assistive technology arranged by the task for which it would be utilized.
Within each of these categories suggested assistive technology is arranged in a hierarchy from the simplest, low-tech alternatives to more complex or high-tech items.
It is always important to capture in writing the discussions that take place as team members works together to arrive at an assistive technology
decision.Slide27Slide28
Thoughts and Resources
The ASNAT was last updated in 2009. The types of AT available now are different, and constantly changing. It is important to keep up. Specialty resources: Autism:
http://
www.wati.org/content/supports/free/pdf/ASDManual-1.pdf
Teacher information for transitions:
http://
www.wati.org/content/supports/free/pdf/TeacherTransitionPortfolioDec08.pdf
Self advocacy:
http://www.wati.org/content/supports/free/pdf/HeyCanITryThat08.pdf
Student information for transitions:
http
://
www.wati.org/content/supports/free/pdf/StudentTransitionPortfolioDec08.pdfSlide29
Why Assistive Technology Matters
http://community.arrow.com/sam/watch/