Computer Access Wisconsin Assistive Technology Initiative www.wati.org This PowerPoint was made possible by funding from IDEA grant number 9906-23. Its content may be reprinted in whole or in part, with credit given to the Wisconsin Assistive

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Computer AccessWisconsin Assistive Technology
Initiativewww.wati.orgThis PowerPoint was made
possible by funding from IDEA grant number
9906-23. Its content may be reprinted in whole or
in part, with credit given to the Wisconsin
Assistive Technology Initiative (WATI) and the
Wisconsin Department of Public Instruction (DPI)
acknowledged. Reproduction of this PowerPoint in
whole or in part for resale is not permitted.
ASNAT Assessing Students Needs for Assistive
Technology
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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.

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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

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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?

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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)

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Using the SETT framework

• The Tasks
• What SPECIFIC tasks occur in the students
  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)

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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)

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Using the SETT process Decision Making Guide

• WATIs version
• of the SETT
• Framework for Computer Access.
• Guide will be
• Different for
• every area of
• AT assessment

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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

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The Student
Assistive Technology for Computer Access
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Student

• List the functional areas of concern
• What are the students special needs related to
  the area of concern.
• What are the students abilities.
• What motivates the student?
• Other questions you might ask?

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The Environment
Assistive Technology for Computer Access
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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?

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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?

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Sensory Considerations

• Visual clutter
• Fluorescent lighting versus full spectrum
  lighting
• Classroom and background noise
• Tactile stimulation
• Awareness of physical space
• Other individual specific sensitivities

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The Task
Assistive Technology for Computer Access
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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?

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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.

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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
• Dont evaluate (yet)!
• Remember to include AT that the student already
  uses
• Use all resources including people

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The Tools
Assistive Technology for Computer Access
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AT Continuum

• Follow the progression of low tech, through mid
  tech to high tech when selecting assistive
  technology tools

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Assistive Technology past and present

• Part of the Students past current environment

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AT for Computer Access

• Positioning of student and equipment
• Adjustable table/chair
• Position of keyboard
• Wrist rest/support

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AT for Computer Access

• Operating System Built in Accessibility Features
• StickyKeys
• FilterKeys
• MouseKeys
• Visual Display Options

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AT for Computer Access

• Standard Keyboard Adaptations
• Repeat Rate
• Keyguards
• Labels
• Moisture Guard
• Pointing Tools
• Keyboard Mask

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AT for Computer Access

• Standard Mouse Adaptations
• Customizable Mouse Options
• Button Reassignment

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AT for Computer Access

• Rate Enhancement
• Abbreviation Expansion
• Word Prediction/Completion
• Macros
• Auto Correction

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AT for Computer Access

• Alternative Keyboard
• ABC
• Dvorak
• Ergonomic
• One Handed
• Wireless
• Miniature/Compact
• Programmable
• OnScreen

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AT for Computer Access

• Mouse Alternatives
• Keyboard Shortcuts
• Mouse Keys
• Left Handed/Ergonomic
• Wireless
• One Button
• Touchpad/trackpad
• Trackball
• Joystick

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AT for Computer Access

• Mouse Alternatives (cont.)
• Touchscreen
• Foot-controlled
• Head Controlled
• Dwell Selection

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AT for Computer Access

• Speech Recognition
• Considerations
• Speech
• Cognitive abilities
• Dictation skills
• Literacy/Editing
• Motivation
• Support

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AT for Computer Access

• Speech Recognition (cont.)
• Built into PC and Mac Operating Systems
• Dragon NaturallySpeaking (www.nuance.com)
• SpeakQ (www.wordq.com)

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AT for Computer Access

• Eye Gaze
• Morse Code

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AT for Computer Access

• Switch Access
• Last alternative
• Determine switch site
• Use motivating activity

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AT for Computer Access

• Modes of Scanning
• Automatic
• Single Switch Step
• Two Switch Step
• Inverse

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AT for Computer Access

• Characteristics of Switches
• Size
• Sensitivity
• Texture
• Pressure
• Feedback
• Mounting

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AT for Computer Access

• Types of Switches
• Mechanical
• Push
• Light Touch Switch
• Lever
• Motoric-Specific Movement
• Pneumatic
• Dual
• Wireless

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AT for Computer Access

• Types of Switches (cont.)
• Electrical
• Proximity
• Fiber Optic
• Infrared
• Sensor
• Wheelchair Integration

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AT for Computer Access

• Switch Interface
• Mounting
• Switch Accessible Software

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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

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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

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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

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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

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Conclusion

• Its not about the technology/device- its 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).

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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