Assessing Student's Needs for Assistive Technology (ASNAT)

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Chapter 5 – Assistive Technology for Reading, Studying, and Math Writing Pre Literate Novice Beginning Transitional Functional Universal cuffs w/markers Bailey's Bookhouse……..….…… Computer based/not necessarily keyboard KidPix, Kid's Time ……………………………………… ………………………………….. Deluxe…………… Playing with software which combines pictures & letters (Blocks in Motions ) ……………………………………… ………………………………. Kids authoring programs …………………………….. …………… (Stanley's Sticker Stories, Amazing Writing Machine Ukandu Little Books, Read, Write & Type Hollywood Secret Writer's Society Inspiration AppleWorks Spell checkers Write:OutLoud ® Franklin Bookman IntelliTalk Co:Writer Picture It Voice Recognition Adapted Peripherals (Dana , etc.) ( IntelliKeys ® overlays that are phrase based, adapted keybaords, etc….. On-screen keyboard ( Discover:Ke:nx, OnScreen ) …… …………………………….. Eye gaze stories ……………………………………… …………………………….. "Story Boards", words w/Velcro ® magnetic words, letters) Templates of started sentences (I like …, At the beach I see …) Langauge Master ®Cards w/ personal, class & theme words Magnetic Poetry& Lakeshore Writing Materials…. Simon Spells Portable word processors Assessing Students’ Needs for Assistive Technology (2004) 132
Chapter 5 – Assistive Technology for Reading, Studying, and Math Using the Nonverbal Reading Approach to Teach Reading to Students with Severe Speech and Physical Impairments (SSPI) Teaching reading to students who are unable to speak is possibly the most challenging of all instructional tasks. Reading is essentially a process where students decode letters and words. They demonstrate that decoding process by speaking those words aloud. When the student cannot speak due to a severe physical disability it is very difficult both to identify current level of performance and to monitor progress. Consequently students with severe speech and physical impairments (SSPI) often experience significant reading and writing difficulties. Many factors may contribute to the literacy difficulties of students with SSPI, including: ♦ Lack of experience with literacy activities ♦ Difficulty holding or manipulating books and other materials ♦ Limited language experiences due to the lack of speech ♦ Reduced expectations for the development of literacy skills by both teachers and parents ♦ Restricted participation in “typical” literacy activities in school and home ♦ High levels of absenteeism from school due to health issues Heller, Fredrick, and Diggs (2000) demonstrated the effectiveness of the Nonverbal Reading Approach to teach reading to three students with severe speech and physical impairments (SSPI). The Nonverbal Reading Approach uses internal speech, diagnostic distractor arrays, and error analysis in conjunction with individualized adaptations including assistive technology. Part of that study will be summarized here. For more information on the nonverbal reading approach go to http://education.gsu.edu/PhysicalDis then choose monographs or newsletter. Internal Speech–When students are unable to verbalize phonemes when sounding out a word, they can be taught to use internal speech (Bigge, 2001). Internal speech is the process of silently speaking to oneself. Distractor Arrays–Because these students are not able to verbalize an answer, they must be provided with an array of choices from which to indicate an answer. Heller et al. (2000) describe the importance of the distractor array. “A distractor array is a list of alternative choices provided to the student, either orally, or in writing (on paper, computer or AAC device). Distractor arrays are diagnostic when the alternative choices are carefully selected to include the correct answer and two or more additional items that can indicate a student’s misunderstanding. For example, if the student is learning the word, “ball” and the choices are ‘bill,” “ball,” “doll,” and “bat” and the student chooses “bill,” the error indicates that the student knows the first and last consonant, but not the vowel. If the student chooses the word “bat”, it indicates that the student knows the initial sound and/or consonant, but not the ending. If the student chooses “doll” it indicates that the student does not know the beginning sound or vowel (p. 7). Assessing Students’ Needs for Assistive Technology (2004) 133
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Chapter 1 - Assistive Technology As
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Chapter 9 - Documenting Assistive T
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Chapter 10 - Funding Assistive Tech
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Assistive Technology Vendor Table C
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Assistive Technology Vendor Table M
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Assistive Technology Vendor Table N
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Assistive Technology Vendor Table C
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Assistive Technology Vendor Table V
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Appendix Additional Vendors: Assess
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WATI Product Catalog WATI PRODUCT C
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WATI Product Catalog Assistive Tech
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WATI Product Catalog School Profile
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WATI Product Catalog Wisconsin Assi
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Assistive Technology Assessment For
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Assessing Student's Needs for Assistive Technology (ASNAT)

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