Issues in the Access Method(s) ch.8 Assistive Technology in the classroom

Assistive Technology decision-making
there is no clear0cut definition for teams to consider in developing and implementing assistive tech, and therefore the process differs from school to school
Exemplary assistive tech decision making:
1. team approach (student, family, professionals including ot, pt, slp, sped)
2. focus on student needs and abilities(what kind of learner if the student? auditory, visual, kinesthetic) (how are the student's phonetic and decoding skills?) (can the student remember keyboard shortcuts?) (can the student control a mouse?)(does the student have control of at least one body part, which one?)
3. examination of tasks to be completed (what are the common activities in the student's daily life?)
4. consideration of envrmntl issues (what locations will you need to accomodate to meet the student's needs?) (do you need a power source?) (check attitudes of surrounding people)
5. trial use of assistive tech (check it out before making the $ commitment)
6. providing necessary supports (training for students and teachers, continuous eval/assessment)
7. view assessment as an ongoing process (be sure it is still carrying out the intended function)

resources for assistive tech assessment:
www.ataccess.org
www.resna.org/taproject/at/statecontacts.html
www.resna.org/PracInAT/CertifiedPractice/Directory/Practitioners.html
www.aota.org/featured/area6/links/LINK03.asp
http://asha.org/proserv/


Quality Indicators for assessment of assistive technology needs
1. assessment procedures are clearly defined and consistently used
2. conducted by multidisciplinary team that involves the student and family
3. conducted in student's customary environment
4. assessment will be conducted within a reasonable timeline
5. recommendations are based on data about the student. envrmt, tasks
6. provides the IEP team with documented recommendations
7. reassessment recurs based on changes in the student, envrmt, and tasks