Transcript ASNAT Assessing Student’s Needs for Assistive Technology Computer Access Patti Drescher CESA 7 [email protected] Wisconsin Assistive Technology Initiative www.wati.org.

ASNAT
Assessing Student’s Needs for
Assistive Technology
Computer Access
Patti Drescher
CESA 7
[email protected]
Wisconsin Assistive Technology Initiative
www.wati.org
Objectives
• Participants will understand the SETT process as it
relates to identifying appropriate AT for students who
need to access the computer.
• Participants will have basic knowledge of the AT
continuum for Computer Access as identified in the
ASNAT Computer Access Chapter.
• Participants will be able to access resources and tools
for trial with students who need AT computer access
supports.
Introduction
• 2009 ASNAT revision
(Assessing Students’ Need for Assistive Technology)
• Uses the SETT framework for AT assessments
Student
Environment
Tasks
Tools
– Framework developed by Joy Zabala 2002
• http://sweb.uky.edu/~jszaba0/SETTUPDATE.PDF
– Implementation Plan & Follow-up added by WATI
• Revised version has added Sensory Considerations
Using the SETT framework
• “Traditional” SETT
– The Student
•
•
•
•
Identify the functional area(s) of concern?
Special needs (related to area of concern)
Current abilities (related to area of concern)
What does the student need to communicate
that is difficult or impossible to do
independently at this time?
Using the SETT framework
• The Environment(s)
– Arrangement (instructional, physical)
– Support (available to both the student and the
staff)
– Materials and Equipment (commonly used by
others in the environments)
– Access Issues (technological, physical,
instructional)
– Attitudes and Expectations (staff, family, others)
Using the SETT framework
• The Tasks
– What SPECIFIC tasks occur in the student’s
natural environments that enable progress toward
mastery of IEP goals and objectives?
– What SPECIFIC tasks are required for active
involvement in identified environments? (related
to communication, instruction, participation,
productivity, environmental control)
Using the SETT framework
• The Tools
– Tools include devices, services and strategies…
everything that is needed to help the student succeed.
– Describe what a useful system of assistive technology
devices and services for the student would be like.
– Brainstorm Tools that could be included in a system
that addresses student needs.
– Select the most promising Tools for trials in the natural
environments.
– Plan the specifics of the trial (expected changes,
when/how tools will be used, cues, etc.)
– Collect data on effectiveness. (Zabala 2002)
Using the SETT process
Decision Making Guide
WATI’s version
of the SETT
Framework for
Computer
Access.
Guide will be
Different for
every area of
AT assessment
Using the Student Information
Guide in the SETT Process
• The Guide is intended to help the team discuss key issues when
assessing the need for AT for a specific student.
• It helps teams consider whole child & environment & not “jump”
to a device!
• It is a group (sped, reg. ed, support staff, admin., parent,
student) process in which everyone contributes.
• Important to write on a large format so that everyone can see,
edit, remember (shared group memory), stay focused, and be
informed!
• Team members take roles of: Facilitator, Recorder, Time Keeper
Assistive Technology for
Computer Access
The Student
Student
List the functional
areas of concern
What are the student’s
special needs
related to the area
of concern.
What are the student’s
abilities….
What motivates the
student?
Other questions you
might ask?
Assistive Technology for
Computer Access
The Environment
Environmental Considerations
What specific
environmental
considerations need
to be addressed?
Obstacles?
Supports?
Attitudes of others?
What are other the
environments that
need to be taken into
account?
Sensory Considerations (new)
New section as a subset of Student &
Environment
– Does this student have sensory deficits or
sensitivities that will impact his/her ability to
access the computer?
– Do the learning environment(s) impact the sensory
issues of the student?
Sensory Considerations
•Visual clutter
•Fluorescent lighting versus full spectrum lighting
•Classroom and background noise
•Tactile stimulation
•Awareness of physical space
•Other individual specific sensitivities
Assistive Technology for
Computer Access
The Task
Tasks to Consider
• What does the student
need to do to achieve
educational goals from
their IEP and be an
active participant in
their environment?
• What are other
students doing in the
same environments?
Narrowing the Focus
• As a team, identify by circling or other
means those few tasks the student needs
to do that will have the most impact.
Solution Generation:
Tools/Strategies
As a team, brainstorm and write on chart paper
any assistive technologies &/or strategies you
think will assist the student in successfully
completing those tasks you identified.
– Brainstorm possible AT
– Don’t evaluate (yet)!
– Remember to include AT that the student already
uses
– Use all resources including people
Assistive Technology for
Computer Access
The Tools
AT Continuum
• Follow the
progression
of low tech,
through mid
tech to high
tech when
selecting
assistive
technology
tools
Assistive Technology:
past and present
• Part of the Student’s past & current
environment
AT for Computer Access
• Positioning of student and equipment
– Adjustable table/chair
– Position of keyboard
– Wrist rest/support
AT for Computer Access
• Operating System Built in Accessibility
Features
– StickyKeys
– FilterKeys
– MouseKeys
– Visual Display Options
AT for Computer Access
• Standard Keyboard Adaptations
– Repeat Rate
– Keyguards
– Labels
– Moisture Guard
– Pointing Tools
– Keyboard Mask
AT for Computer Access
• Standard Mouse Adaptations
– Customizable Mouse Options
– Button Reassignment
AT for Computer Access
• Rate Enhancement
– Abbreviation Expansion
– Word Prediction/Completion
– Macros
– Auto Correction
AT for Computer Access
• Alternative Keyboard
– ABC
– Dvorak
– Ergonomic
– One Handed
– Wireless
– Miniature/Compact
– Programmable
– OnScreen
AT for Computer Access
• Mouse Alternatives
– Keyboard Shortcuts
– Mouse Keys
– Left Handed/Ergonomic
– Wireless
– One Button
– Touchpad/trackpad
– Trackball
– Joystick
AT for Computer Access
• Mouse Alternatives (cont.)
– Touchscreen
– Foot-controlled
– Head Controlled
– Dwell Selection
AT for Computer Access
• Speech Recognition
– Considerations
•
•
•
•
•
•
Speech
Cognitive abilities
Dictation skills
Literacy/Editing
Motivation
Support
AT for Computer Access
• Speech Recognition (cont.)
– Built into PC and Mac Operating Systems
– Dragon NaturallySpeaking
(www.nuance.com)
– SpeakQ (www.wordq.com)
AT for Computer Access
• Eye Gaze
• Morse Code
AT for Computer Access
• Switch Access
– Last alternative
– Determine switch site
– Use motivating activity
AT for Computer Access
• Modes of Scanning
– Automatic
– Single Switch Step
– Two Switch Step
– Inverse
AT for Computer Access
• Characteristics of Switches
– Size
– Sensitivity
– Texture
– Pressure
– Feedback
– Mounting
AT for Computer Access
• Types of Switches
– Mechanical
•
•
•
•
•
•
•
Push
Light Touch Switch
Lever
Motoric-Specific Movement
Pneumatic
Dual
Wireless
AT for Computer Access
• Types of Switches (cont.)
– Electrical
•
•
•
•
•
Proximity
Fiber Optic
Infrared
Sensor
Wheelchair Integration
AT for Computer Access
• Switch Interface
• Mounting
• Switch Accessible Software
Solution Selection:
Tools & Strategies
• Review the list of potential tools
– Now is the time to evaluate for a match
with:
• Student (abilities, difficulties, likes/dislikes)
• Environment (supports, obstacles)
• Tasks (what 1-2 things do you want the student
to do?)
– Prioritize selections
Implementation Plan
• Very Important! This is often where it breaks
down!
– Write down on the group chart (for top priorities)
•
•
•
•
Who is going to do… (get specific)
What (ditto)
When (do I need to say it again?)
For how long?
– Write down your expectations (objectives) so you
know if the AT is working or not!
– Give everyone a job
Follow-up Plan
• Before the meeting is
over, plan the follow-up
– For accountability
– We are all busy, so plan
it now!
– Bring list from original
meeting so group can
review who, what, when,
& expectations
Tools Resources
Vendors for Computer Access Tools
AbleNet www.ablenetinc.com
Enabling Devices www.enablingdevices.com
Don Johnston, Inc. www.donjohnston.com
Infogrip www.infogrip.com
IntelliTools www.intellitools.com
RJ Cooper www.rjcooper.com
Madentec www.madentec.com
Nuance www.nuance.com
Conclusion
• It’s not about the technology/device- it’s about
matching the Student, the Environment and the
Task with the best Tool
• Finally some research about using technology…….
– …using technology for compensatory intervention
actually also provides remedial benefits (Silver-Pacuilla,
H., Ruedel K. & Mistrett, S. p. 8).
References Resources
• Silver-Pascuilla, H., Ruedel, K. & Mistrett, S. (2004). A review of
technology based approaches for reading instruction: Tools for
researchers and vendors. In National Center for Technology
Integration: Reading Matrix. Retrieved March 30, 2007 from
http://www.nationaltechcenter.org/matrix/default.asp
• WATI (2009). Assessing Students’ Needs for Assistive
Technology Chapter 4: Computer Access. Wisconsin Assistive
Technology Initiative. http://www.wati.org