Assessing Student's Needs for Assistive Technology (ASNAT)

Chapter 5 – Assistive Technology for Reading, Studying, and Math
Read sentences (6-8 years)
Read paragraphs and write fluently (7-9 years)
Use strategies to gain meaning from text, and use writing to explore and enhance learning (9 years +)
Comprehend and respond to ideas in content area texts (9 years +)
For more information on early literacy visit these websites:
http://www.aacintervention.com – This website has a wealth of ideas about augmentative
communication for children of all ages. Check under “read” for a list of books with repeated lines.
http://www.naeys.org – This website of the National Association of Educators of Young Children has
many excellent sources of information. Some of these include articles on early learning including a list
of good books for young children, including: books to prop up for very young babies, rhyming verses
and songs, cardboard, cloth and vinyl books, books with easy to turn pages, books for introducing babies
to names of things, books with simple stories, and more.
Summary of:
Developing a Literacy Program for Children with Severe Disabilities, from Reading Teacher, 1995
Erickson and Koppenhaver describe a program for children with severe disabilities that incorporates
technology and child-centered activities to teach literacy skills across the school day. The need for this
programmatic change stemmed from their observation that children with severe disabilities were not
provided the same type or number of literacy opportunities as their nondisabled peers. They are viewed
as unable to learn reading and writing so they are not afforded the opportunity to learn. However, they
point out, these children have "unprecedented legal and educational rights" (Erickson & Koppenhaver,
1995, p. 676) that entitle them to be educated in the least restrictive environment. The growing
knowledge of and support for assistive technology helps promote successful placement in mainstream
classrooms.
A literacy program was developed in a separate classroom for children with severe disabilities to see if it
could better prepare these students for inclusion in mainstream classrooms. The focus was on increasing
reading and writing skills in order for them to participate in typical classroom activities. The program
was implemented in a rural classroom with eight students ranging in age from 5 to 11 years. Seven of
the eight were wheelchair bound. Seven were also considered untestable. Three had no formal means of
communication; four could talk but were unintelligible to unfamiliar listeners.
One of the keys to their success was administrative support. Funds were provided to purchase both high
and light technology to support the program. This included computers, software, materials for
communication boards and talking switches. The other key factor was the commitment of the team of
professionals working in the classroom. This included the teacher, speech therapist, physical therapist,
teacher assistants, and an aide. Language-rich and meaningful activities as well as therapy goals were
implemented throughout the day. Lesson plans were developed that included academic goals along with
positioning considerations that matched activities.
After the first year the team resolved to "emphasize reading and writing activities that were child
directed and constructive rather than teacher directed and reactive." (Erickson & Koppenhaver, 1995, p.
680) They arrived at four basic program components: "(a) writing during calendar time each morning;
(b) directed reading in small groups or individually with the teacher; (c) use of computer software; and
(d) group activities." (Erickson & Koppenhaver, 1995, p. 680).
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