WATI Assistive Technology Consideration Guide

1. What task is it that we want this student to do, that they are unable to do at a level that reflects their skills/abilities (writing, reading, communicating, seeing, hearing)? Document by checking each relevant task below. Please leave blank any tasks that are not relevant to the student’s IEP.

2. Is the student currently able to complete tasks with special strategies or accommodations? If yes, describe in Column A for each checked task.

3. Is there available assistive technology (either devices, tools, hardware, o software) that could be used to address this task? (If none are known, review WATI’s AT Checklist.) If any assistive technology tools are currently being used (or were tried in the past), describe in Column B.

4. Would the use of assistive technology help the student perform this skill more easily or efficiently, in the least restrictive environment, or perform successfully with less personal assistance? If yes, complete Column C.

Task A. If currently completes task with special strategies and / or accommodations, describe.

B. If currently completes task with assistive technology tools, describe.

C. Describe new or additional assistive technology to be tried.

x Motor Aspects of Writing The student requires writing assignments to be modified to meet her individual needs.

The student uses a pencil grip. Slantboard Raised line paper

x Computer Access The student is given frequent access to both desk/ laptop computers. The student uses a portable keyboard.

The student frequently completes assignments on a desk/ laptop computer. The student uses a potable keyboard.

x Composing Written Material The student uses adapted keyboard, pencil grip, and picture prompts.

The student will use typing programs to complete most written assignments.

Slantboard Raised Line Paper

x Communication The student has no communication goals in her IEP.

x Reading The student requires reading material below her grade level, repeated directions, and one minute wait time.

Raz-Kids and Starfall computer programs are used to help the student increase independent reading level.

Highlighting i-Pad

x Organization The student has a picture schedule for organization.

Visual picture schedule with large print.

Task A. If currently completes task with special strategies and / or accommodations, describe.

B. If currently completes task with assistive technology tools, describe.

C. Describe new or additional assistive technology to be tried.

x Math The student requires the use of manipulatives, visual points, repeated directions, and one minute wait time.

The student uses math program IXL on the computer.

i-Pad with apps to address areas of weakness.

X Recreation and Leisure The student requires close adult supervision.

Activities of Daily Living (ADLs)

No modifications or

accommodations.

Mobility No modifications or

accommodations.

X Positioning and Seating The student is seated with a buddy each day she spends a one hour segment in the inclusion classroom.

Portable keyboard is helpful due to difficulties writing neatly.

X Vision The student is visually impaired. She wears her glasses inconsistently.

Hearing No modifications or

accommodations.

Assessing Students’ Needs for Assistive Technology (2009)

5. Are there assistive technology services (more specific evaluation of need for assistive technology, adapting or modifying the assistive technology, technical assistance on its operation or use, or training of student, staff, or family) that this student needs? If yes, describe what will be provided, the initiation and duration.

Assessing Students’ Needs for Assistive Technology (2009)

STUDENT INFORMATION

Student Name Grade Date of Birth Francesca G 2/MOID Class March 29 2005

School Date AT Plan Review Date Eastvalley Elementary February 1, 2013 January 2014

POINT OF CONTACT (Individual assigned to keep the Implementation Plan updated)

Maryann Assistive Technology Resource Contact Emily O. MOID Teacher

EQUIPMENT EQUIPMENT AND SOFTWARE TO BE USED STATUS (e.g., owned by school, will purchase, will borrow, etc…)

Portable Keyboard Owned by Eastvalley

Pencil grip Owned by Eastvalley

EQUIPMENT TASKS TASK (e.g., order/procure AT, load software, adapt/customize devices/software, set up at home/school, maintain/repair, etc.)

PERSON RESPONSIBLE DATE DUE

Portable Keyboard(order) Maryann, Assistive Technology Resource Contact

IEP Review January 2014

Pencil Grip(order) Ms. P IEP Review January 2014

IMPLEMENTATION TEAM NAME (List all individuals who will implement the AT with the student.) ROLE (e.g., administrator, teacher, family member, service provider, etc…)

Mrs Orr teacher

Mrs. G Family member

Mr. G Family member

Mr. J Para-professional

Ms. P Occupational Therapist

Maryann Assitive Technology Resource Contact

TRAINING

Assistive Technology Implementation Plan

TRAINING NEED TRAINEES TRAINER DATES & TIMES FOLLOW UP / ALONG PLAN

None teacher has already been trained

IEP Review January 2014

CLASSROOM IMPLEMENTATION IEP GOAL CURRICULUM/DOMAIN (e.g.,

math, science, PE, art, etc…) PERSON(S) RESPONSIBLE AT NEEDED TO ACCOMPLISH GOAL (List specific

AT and customized settings if appropriate)

Francesca will demonstrate effective typing of 5 CVC words.

writing Mrs. Orr Mr. Jake

Intill Keys

Francesca will demonstrate effective typing of one sentence.

writing Mrs. Orr Mr. Jake

Intill Keys

HOME IMPLEMENTATION IEP GOAL CURRICULUM/DOMAIN (e.g.,

math, science, PE, art, etc…) PERSON(S) RESPONSIBLE AT NEEDED TO ACCOMPLISH GOAL (List specific

AT and customized settings if appropriate)

Francesca will demonstrate effective typing of 5 CVC words

writing parents Parents purchased Intill Keys for home use.

Francesca will demonstrate effective typing of one sentence.

writing parents Parents purchased Intill Keys for home use.

MONITORING/EVALUATION

GOAL INSTRUCTIONAL STRATEGY (How will you teach student to use equipment and/or how to achieve goals.)

RECORDING SYSTEM & FREQUENCY (e.g., task analysis recording system; score + or - on data recording sheet)

PERSONS RESPONSIBLE FOR IMPLEMENTATION / DATA COLLECTION

Francesca will demonstrate effective typing of 5 CVC words

Teacher will observe, model, collect work samples and data

Data recording sheet kept weekly on student

Mrs. O

Francesca will demonstrate effective typing of one sentence

Teacher will observe, model, collect work samples and data

Data recording sheet kept weekly on student.

Mrs. O

Assistive Technology Evaluation

Jill O’Meara

ITEC 7445

Jaime Pearson

March 2, 2013

I reviewed the Iris Center Online Module which offers a plethora of information on special education and assistive technology

resources. After reviewing all of the information I met with Mrs. Orr, a special education teacher at my school in order to select a

student and begin working on the Assistive Technology (AT) Module.

I began my field experience working with Francesca, a second grade MOID student. Francesca is eight years old and she is

diagnosed with Downs Syndrome. Francesca is a pleasant young girl with a positive attitude who has difficulty writing words and

sentences on paper. Francesca presently uses a portable keyboard to complete many of her writing assignments. Mrs. Orr shared with

me that Francesca’s parents are very concerned about her handwriting and would like to see Francesca use alternative writing tools in

the classroom which would allow her to write physically and not rely on the portable keyboard.

After reviewing the Iris Center Module and collaborating with Mrs. Orr I decided to conduct some additional research. I

looked at various websites to investigate the AT tools which would be most beneficial to meet Francesca’s individual needs for

writing in the classroom. I decided to try raised line paper and a slant board to assist Francesca with her writing needs. I came across

an interesting web-site called Great Schools. This site gave a lot of information on low cost tools to help students improve their

writing skills. This site explained the importance of having a toolbox filled with various tools and how educators must continue trying

new devices along with accommodations in order to find which items work best with students (Stanberry & Raskind, 2013).

I read additional information on a site titled, Purpose of a Slant board in the Classrooms. This site discussed how slant boards

help to reduce eye strain because the students don’t have to continually refocus while working their way down the paper. The slant

board allows the child to see more clearly and as a result helps to improve fine motor skills. The slant board improves a child’s posture

which will enable them to write more clearly (Carpenter, 2013).

The alternative keyboard is an AT device which provides larger keys on the keyboard making it easier for the child to find the

respective letters and type their assignments. This device may be a practical alternative for Francesca to try in the future (Stanberry &

Raskind, 2013).

Francesca was eager to try the new AT tools her teacher and I discussed during our collaboration meetings. The AT tools I

recommended to help meet Francesca’s IEP writing goals were raised line paper and slant board along with continuing to use her

portable keyboard when necessary.

Francesca enjoyed using the raised line paper and slant board in place of her portable keyboard. She had a positive attitude

about using these devices at the same time. Francesca’s teacher confirmed that she felt the slant board and raised line paper were both

helpful and she would encourage her to use them in her classroom as well as at home with her parents.

Francesca was highly engaged in the writing activities we completed together. Francesca was able to write one complete

legible sentence. The slant board helped Francesca work on her wrist position and the raised line paper helped her stay focused on the

letter formation and sentence alignment on her paper.

I kept a data sheet on Francesca’s progress each time we met. I would set her up with the raised line paper and slant board in

order to complete her writing activity. The data sheet charted the date, number of words written, and whether or not Francesca

completed the assignment. Overall the data sheet shows that the raised line paper and slant board when used together increased

Francesca’s desire to write as well as her ability to form a complete sentence.

I enjoyed my field experience sessions with Francesca. Her teacher and I were both excited to see she was engaged in writing

using the raised line paper and slant board AT tools. Mrs. Orr is going to continue using these items in the classroom and she will

share them with Francesca’s parents to use at home.

References

Carpenter, M. (2013). Purpose of a slant board in classrooms. Retrieved, 2013, from

http://www.ehow.com/info_8484262_purpose-slant-board-classrooms.html

Raskind, M. & Stanberry, K (2013). Assistive technology tools: Writing. Retrieved, 2013, from

http://www.greatschools.org/special-education/assistive-technology/960-writing-tools.gs?page=2