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USING AN ASSISTIVE TECHNOLOGY CHECKLIST TO FACILITATE CONSIDERATION, ASSESSMENT AND PLANNING

Kelly Jo Lynch, OTR, ATP
Statewide Consultant
Wisconsin Assistive Technology Initiative
c/o CESA 8
223 W. Park St.
Gillett, WI 54124
Voice/Fax: 920-983-9849
Internet: KJLynch1@aol.com

Penny Reed, Ph.D, Director
Wisconsin Assistive Technology Initiative
c/o Tomorrow River SD
357 N. Main St.
Amherst, WI 54406
Voice: 715-824-6415
Internet: preed@coredcs.com

The Wisconsin Assistive Technology Initiative has been training school district staff across the state of Wisconsin to consider and assess the assistive technology needs of their students with disabilities. To facilitate this training, they have developed an assessment packet that school district staff can use to guide them through the consideration and assessment process. This packet contains a Procedure Guide, a Student Information Guide, a Planning Guide, an Assistive Technology Checklist and an Assistive Technology Consideration Guide. Participants will receive a copy of the entire assessment packet. This presentation will focus on the AT Checklist developed by Lynch (1997) and how school teams are using it to facilitate and improve their consideration, assessment and planning. The Assistive Technology Checklist provides an organizational structure utilizing eight functional categories. The categories are:

Within each category, a continuum of assistive technology devices (from Low to High Tech) is listed. Using the AT Checklist, a team can identify potential Assistive Technology devices for trial use for an individual student, while considering the full range of options with the simplest adaptations first. The Checklist can also be used as a guide for planning for the studentÕs changing needs for Assistive Technology. The Assistive Technology Checklist for Students allows school staff to consider the needs of the whole child focusing on specific tasks the student needs to do, as opposed to focusing solely on the disability. The AT Checklist can be used as a tool to document assistive technology considered, tried, and in use by the student. In addition to the AT Checklist, the Wisconsin Assistive Technology Initiative has developed the Procedure Guide, Student Information Guide, Planning Guide and AT Consideration Guide to assist the school district with the consideration and assessment process.

The Procedure Guide outlines the steps the school district team follows to effectively assess a child's needs for assistive technology. In determining whether or not the student needs Assistive Technology, the first question to ask is: 'Does the student have difficulty performing functional tasks?' If so, the next question is: 'Which tools will help the student perform the tasks?'. Effective assessment involves matching Student (abilities, difficulties), Environmental Considerations, and Tasks (that student needs to perform) with the appropriate Tools (Assistive Technology) (SETT - Zabala, 1994). In Wisconsin, we are committed to building school district capacity, therefore we teach a process that empowers the school district team. Part of this process involves training the team in a five step decision making process that facilitates team decision making. In carrying out the decision making, the Assistive Technology Consultant and the school district team form a partnership. The school district team members have expertise on the studentÕs abilities/disabilities, environmental considerations and tasks (including educational goals). The Assistive Technology consultant has specific knowledge regarding assistive devices and software. Therefore, when the School District Team and AT consultant form a partnership (each contributing their expertise) appropriate Assistive Technology devices can be selected for students. The role of the AT Consultant gradually fades as team capacity grows. The Student Information Guide is a tool the school district team can use for gathering information regarding a childÕs abilities and disabilities as they relate to functional tasks and the use of assistive technology. The Planning Guide outlines the five-step team problem solving process the team uses in assistive technology assessment.

In addition to these tools for Assistive Technology assessment, the Assistive Technology Consideration Guide is specifically designed to assist IEP teams with the consideration of Assistive Technology for each student.

Assistive Technology Checklist

WRITING

• Mechanics of Writing
• Pencil/pen with adaptive grip
• Adapted paper (e.g. raised line, highlighted lines)
• Slantboard
• Type writer
• Portable Word Processor
• Computer
• Other:

Alternate Computer Access

• Keyboard w/ Easy Access or Access DOS
• Word Prediction/Abbreviation Expansion to reduce keystrokes
• Keyguard
• Arm Support (e.g. Ergo Rest)
• Track Ball/Track Pad/ Joystick w/ OnScreen Keyboard
• Alternate Keyboard (e.g. IntelliKeys, Discover Board, TASH)
• Mouth Stick/Head Pointer w/ standard/alternate keyboard
• Head Mouse/Head Master/Tracker w/ OnScreen Keyboard
• Switch with Morse Code
• Switch with Scanning
• Voice Recognition Software
• Other:

Composing Written Material

• Word cards/word book/word wall
• Pocket dictionary/thesaurus
• Electronic/Talking Electronic dictionary/thesaurus/spell checker (e.g.Franklin Bookman)
• Word Processor w/ Spell Checker/Grammar Checker
• Word Processor w/ Word Prediction to facilitate spelling and sentence construction
• Talking Word Processor for multisensory typing
• Multimedia Software for expression of ideas (assignments)
• Voice Recognition Software
• Other:

COMMUNICATION

• Communication Board/Book with pictures/objects/letters/words
• Eye Gaze board/frame
• Simple Voice Output Device (e.g. BigMack, Cheap Talk, Voice in a Box, MicroVoice, Hawk)
• Voice Output Device w/ Levels (e.g. 6 Level Voice in a Box, Macaw, DigivoX)
• Voice Output Device w/ Icon Sequencing (e.g. AlphaTalker, Liberator)
• Voice Output Device w/ Dynamic Display (e.g. Dynavox, Speaking Dynamically w/ laptop computer/Freestyle)
• Device w/ Speech Synthesis for typing (e.g. Cannon Communicator, Link, Write:Out Loud w/ laptop computer)
• Other:

READING, STUDYING & MATH

Reading

• Changes in Text Size, Spacing, Color, Background Color
• Book adapted for page turning (e.g. page fluffers,3-ring binder)
• Use of Pictures with Text (e.g. Picture It, Writing with Symbols)
• Talking electronic device/software to pronounce challenging words (e.g. Franklin Bookman)
• Scanner w/ OCR and Talking Word Processor
• Electronic books
• Other:

Learning/Studying

• Print or picture schedule
• Low tech aids to find materials (i.e., index tabs, color coded folders)
• Highlight Text (e.g. markers, highlight tape, ruler, etc.)
• Voice output reminders for assignments, steps of task, etc.
• Software for manipulation of objects/concept development (e.g. Blocks in Motion, Toy Store) - may use alternate input device, e.g. switch, touch window
• Software for Organization of Ideas and Studying (e.g.Inspiration,Claris Works Outline,PowerPoint, etc.)
• Recorded material (books on tape, taped lectures with number coded index)
• Other:

Math

• Abacus/ Math Line
• Calculator /Calculator with print out
• Talking Calculator
• Calculator w/ large keys and/or large LCD print out
• On Screen Calculator
• Software with cueing for math computation (may use adapted input methods)
• Software for manipulation of objects
• Tactile/Voice Output measuring devices (e.g. clock, ruler)
• Other:

RECREATION & LEISURE

• Adapted Toys and Games (e.g. toy with adaptive handle)
• Use of Battery Interrupter and switch to operate a toy
• Adaptive Sporting Equipment (e.g. lighted/bell ball, velcro mitt)
• Universal Cuff to hold crayons, markers, paint brush
• Modified utensils (e.g. rollers, stampers, scissors)
• Ergo Rest to support arm for drawing/painting
• Drawing/Graphic program on computer (e.g. Kid Pix, Blocks in Motion)
• Playing Games on the Computer
• Music Software on Computer
• Other:

ACTIVITIES OF DAILY LIVING (ADLs)

• Adaptive Eating devices (e.g. foam handle on utensil)
• Adaptive Drinking devices (e.g. cup with cut out rim)
• Adaptive Dressing Equipment (e.g. button hook, reacher)
• Other:

Mobility

• Walker
• Grab Rails
• Manual Wheelchair
• Powered Mobility Toy (e.g. Cooper Car, GoBot)
• Powered Wheelchair w/ joystick, head switch or sip/puff control
• Other:

Environmental Control

• Light switch extension
• Use of Powerlink and switch to turn on electrical appliances (e.g. radio, fan, blender, etc.)
• Radio/ Ultra Sound/ remote controlled appliances
• Other:

POSITIONING & SEATING

• Non-slip surface on chair to prevent slipping (e.g. Dycem)
• Bolster, rolled towel, blocks for feet
• Adapted/Alternate chair, side lyer, stander
• Custom Fitted Wheelchair or insert
• Other:

VISION

• Eye Glasses
• Magnifier
• Large Print Books
• CCTV (closed circuit television)
• Screen Magnifier (mounted over screen)
• Screen Magnification Software (e.g. CloseView, Zoom Text)
• Screen Color contrast (e.g. CloseView)
• Screen Reader (e.g. OutSpoken)
• Braille Translation Software
• Braille Printer
• Enlarged or Braille/tactile labels for keyboard
• Alternate Keyboard with large keys
• Braille Keyboard and Note taker (e.g. Braille N Speak)
• Other:

HEARING

• Pen and paper
• Computer/portable word processor
• TTY for phone access with or without relay
• Signaling Device (e.g. flashing light or vibrating pager)
• Closed Captioning
• Real Time Captioning
• Computer Aided Note taking
• Screen Flash for alert signals on computer
• Personal Amplification System
• Hearing Aid
• FM System
• Loop System
• Infrared System
• Phone Amplification System
• Other:

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